LIBRARY 

UNIVERSilT  Of  CALIFORNIA 

RIVERSIDE 


_S_YLLABUS    OF   A   CoUR^^^^I^^^^'*'^^'  ^^ )  'f 

THE    PRINCIPLES  OF  EDUCATIONAL 
ADMINISTRATION 


By 
GEORGE  DRAYTON  STRAYER 

Professor  of  Educational  Administration,  Teachers  College 
Columbia  University 


and 


EDWARD  SAMUEL  EVENDEN 

Associate  Professor  of  Education,  Teachers  College 
Columbia  University 


Teachers  College  Syllabi,  No.  ii 


Published  by 

^eacl)^r£(  College,  Columbia  ^nibersitp 

New  York  City 
1922 


%-xjXd^^ 


^roP. 


Copyright,  1922,  by  Teachers  College,  Columbia  University 


INTRODUCTION 

THE  course  for  which  this  syllabus  has  been  prepared  is  planned 
to  present  the  fundamental  principles  of  educational  adminis- 
tration. It  extends  through  the  two  semesters  of  the  academic  year. 
The  topics  included  are  those  which  should  be  covered  in  a  first 
course  for  superintendents  of  schools.  In  Teachers  College  the 
course  outlined  in  this  syllabus  is  frequently  elected  by  teachers, 
by  elementary  and  high  school  principals,  and  by  general  and 
special  supervisors.  Intelligent  and  sympathetic  understanding  of 
the  problems  of  organization  and  administration  of  schools  is  neces- 
sary for  those  who  would  render  constructive  cooperation  to  the 
school  executive.  A  course  such  as  is  outlined  in  this  syllabus  might 
well  be  required  of  all  who  are  to  enter  the  teaching  profession. 

The  syllabus  is  organized  in  two  main  divisions.  The  first  semes- 
ter's work  may  be  described  briefly  as  covering  the  field  of  educa- 
tional administration  as  determined  by  national,  state,  and  county 
support,  control,  organization,  and  supervision.  The  second  part 
of  the  syllabus  organizes  the  field  of  educational  administration 
from  the  standpoint  of  the  local  administrative  unit.  Since  the 
greatest  progress  has  been  made  in  city  school  administration,  the 
second  part  of  the  syllabus  deals  primarily  with  the  problems  arising 
in  these  local  units.  Either  semester's  work  may  be  considered  as 
a  separate  unit  and  elected  for  the  semester  in  which  it  is  offered. 
It  will  be  best,  however,  that  the  course  be  taught  in  the  order  in 
which  it  appears  in  the  syllabus. 

Many  of  the  topics  which  appear  are  given  special  consideration 
in  one  semester  or  the  other  even  though  they  may  properly  be 
considered  in  either  part  of  the  work.  The  emphasis  is  determined 
by  the  relative  importance  of  the  state  as  compared  with  the  local 
administration  of  schools.  For  example,  the  preparation,  certifica- 
tion, and  tenure  of  teachers  should  be  stressed  in  the  first  semester's 
work  since  these  are  primarily  state  problems. 

The  syllabus  is  organized  around  certain  definite  problems  which 
are  presented  to  the  students  in  terms  of  actual  cases.  The  course 
in  Teachers  College  is  taught  by  the  case  method.  The  syllabus 
presenting  as  it  does  an  outline  of  the  major  problems,  together  with 
a  selected  bibliography,  will  enable  those  who  may  use  it  elsewhere 
either  to  follow  the  case  method  or  to  vary  it  as  they  may  see  fit. 


Tho  Dutlinc  will  serve  as  a  sutVicient  basis  for  organizing  material 
obUuned  from  consulting  the  references  that  are  given,  from  the 
instructor's  lectures,  and  from  class  discussion. 

The  selected  bibliographies  appearing  at  the  end  of  each  section 
are  not  necessarily  to  be  considered  as  assignments.  They  repre- 
sent a  selected  number  of  easily  obtained  references  which  might 
ver\'  properly  be  assigned  by  asking  individuals  or  groups  within 
the  class  to  consult  different  references,  rather  than  expecting  that 
they  could  all  read  all  of  them.  The  nature  and  the  amount  of  the 
assignment  will  vary  in  accordance  with  the  time  allotted  to  the 
cx)urse,  and  with  the  professional  purpose  which  the  student  has 
in  mind  in  electing  a  course  in  educational  administration. 

George  D. Strayer 
Edward  S.  Evenden 


PART  I 

NATIONAL,  STATE,  AND  COUNTY 
EDUCATIONAL  ADMINISTRATION 

First  Semester's  Work 

OUTLINE 

SECTION  PAGE 

I.   Changes  in  American  Education 7 

II.  A.   The  Federal  Government  and  Education 10 

B.   A  Federal  Department  of  Education      14 

III.  Organization 19 

A.  State 19 

B.  County 24 

C.  Consolidation  of  Schools 28 

D.  Town,  Township  and  District      32 

E.  School  Divisions 37 

IV.  School  Support 40 

V.   Courses  of  Study  and  Textbooks 45 

VI.   Teachers 50 

A.  Preparation      50 

B.  Certification 53 

C.  Salary,  Tenure  and  Pension      58 

D.  Training  in  Service 62 

VII.   Pupils      66 

A.  School  Census  and  Compulsory  Attendance      ...  66 

B.  Health  Supervision  and  Special  Classes 71 

VIII.  The  School  Plant  and  the  State      75 


I.   CHANGES  IN  AMERICAN  EDUCATION 

I .   European  Background  of  American  Education. 

A.  Varying  attitudes  toward  and  conditions  of  education  in  European 
countries  before  the  discovery  of  America. 

I.   Ancient  and  medieval  influences. 

B.  Development  of  national  attitudes  toward  education  in  modern 
European  nations  up  to  beginning  of  nineteenth  century. 

I,   European  influences  upon  "settlement  purpose"  of  the  several 
colonies. 

C.  Eff'ect  of  Renaissance  and  other  such  European  movements  upon 
American  education. 

II.  "Changing  Conceptions  of  Education"  since  the  Settlement  of 
America. 

A.  Attitude  toward  and  early  provisions  for  education  in  the  several 
colonies. 

I.    Reasons  for  difi^erences. 

B.  Changing  social  and  economic  conditions. 

1.  Influence  of  inventions  and  industrial  development. 
a.   Causes  and  results  in  each  period. 

2.  Influence  of  periods  of  immigration. 

3.  Influence  of  rapid  growth  of  urban  population. 

4.  Effect  of  changed  labor  conditions. 

5.  Effect  of  these  changes  upon  the  home  and  other  social  insti- 
tutions. 

C.  Changing  attitudes  toward  education. 

1.  Purpose  of  education  in  colonial  times. 

a.  Variation  of  purpose  for  elementary  education  and  for  higher 
education. 

2.  Development  of  the  relationship  of  education  to  the  state  and 
its  subdivisions. 

a.  Stages  in  the  development  of  public  support  of  schools. 

b.  Stages  in  the  development  of  state  control  of  education. 

c.  Development  of  American  public  school  systems  in  the  sev- 
eral states. 

3.  Development  of  content  and  organization  of  materials  of  instruc- 
tion. 

4.  Some  of  the  efi'ects  of  the  World  War  upon  education. 

III.  Changes  in  Attitude  toward  Supervision  and  Administration. 
A.   Development  of  need  for  supervision. 
I.    Early  provisions  for  supervision. 


S  rii.\\(,i'S  IN  ami:rican  education 

2.    Present  provisions  and  tendencies  in  supervision. 
(J.    Specialization  within  supervision. 
b.    Relations  between  super\asors  and  teachers. 

B.  Doveloimient  of  science  of  school  administration. 
I.    Knowletige  and  training  involved. 

C.  Changes  in  relation  of  teachers  to  supervisors  and  administrators. 

BIBLIOGRAPHY 

Cubberley,   E.   P.     Changing  Conceptions  of  Education.    Houghton   Mififlin   Co. 

(Riverside  Textbook  Series).    Boston  1914. 
Cubberley,  E.  P.    Public  Education  in  the  United  States.    Houghton  Mifflin  Co. 

(Riverside  Textbook  Series).    Boston  1919. 
Dutton,  S.  T.  and  Snedden,  David.    Administration  of  Public  Education  in  the 

United  States.     Chap.  l-vil.     Macmillan  Co.    New  York  19 15. 
Parker,  S.  C.     History  of  Modern  Elementary  Education.     Chap.  Xll.     Ginn  and 

Co.    Boston  1912. 


CHANGES  IN  AMERICAN  EDUCATION  9 

PROBLEM 

An  Act:  To  Organize  in  Departments  the  Executive  and  Administrative 
Functions  of  the  Commonwealth  of  Massachusetts.    (1919) 

Section  57.  The  department  of  education  shall  be  under  the  supervision  and 
control  of  a  commissioner,  to  be  known  as  the  commissioner  of  education,  and  a 
board  of  six  members  to  be  known  as  the  advisory  board  of  education,  all  of 
whom  shall  be  appointed  by  the  governor,  with  the  advice  and  consent  of  the 
council.  The  first  appointment  of  the  commissioner  shall  be  for  the  term  of  one, 
two,  three,  four  or  five  years  as  the  governor  may  determine.  Of  the  members 
of  the  advisory  board  of  education  first  appointed,  two  shall  be  appointed  for 
the  term  of  one  year,  two  for  two  years,  and  two  for  three  years.  Thereafter  as 
the  terms  expire  the  governor  shall  appoint  the  commissioner  for  the  term  of 
five  years,  and  the  members  of  the  board  for  the  term  of  three  years.  He  shall 
fill  any  vacancy  for  the  unexpired  term,  and  may,  with  the  consent  of  the  council, 
remove  the  commissioner  or  any  member  of  the  board.  At  least  two  members 
of  the  board  shall  be  women,  and  one  shall  be  appointed  from  among  the  teachers 
of  the  commonwealth. 

Section  58.  The  commissioner  shall  be  the  executive  and  administrative  head 
of  the  department  and  shall  organize  the  department  in  divisions,  and  supervise 
the  same  as  herein  provided.  He  shall  have  charge  of  the  administration  and 
enforcement  of  all  laws,  rules  and  regulations  which  it  is  the  duty  of  the  depart- 
ment to  administer  and  enforce,  and  shall  be  chairman  of  the  advisory  board  of 
education.  He  shall  receive  such  annual  salary,  not  exceeding  seven  thousand 
five  hundred  dollars,  as  the  governor  and  council  may  determine.  The  board 
shall  meet  at  least  once  a  month,  and  at  such  other  times  as  they  may  determine 
by  their  rules,  and  when  requested  by  the  commissioner  or  by  any  three  members. 
They  shall  serve  without  compensation,  but  shall  be  reimbursed  for  their  actual 
necessary  expenses  incurred  in  the  performance  of  their  duties. 

Section  5p.  The  department  shall  be  organized  in  such  divisions  as  the  com- 
missioner may  from  time  to  time  determine,  but  the  department  shall  include 
a  division  of  public  libraries,  a  division  of  education  of  aliens,  and  a  division  of 
the  blind.  Each  division  shall  be  in  charge  of  a  director  and  shall  be  under  the 
general  supervision  of  the  commissioner. 

QUESTIONS 

1 .  What  changes  of  attitude  toward  education  are  shown  in  this  organization  ? 

2.  What  points  do  you  consider  to  be  educational  advances?  Why? 

3.  What  criticisms  do  you  have  of  the  plan?   Justify  them. 

4.  How  would  a  department  of  education  growing  out  of  such  an  organiza- 
tion as  this  differ  from  those  with  which  yf)U  are  familiar? 


II  A.  THE  FEDERAL  GOVERNMENT  AND  EDUCATION 

I.   Education  and  the  Constitution  of  the  United  States. 

A.  Education  in  the  several  colonies  previous  to  1787. 

1 .  Relation  of  schools  to  ideals  of  the  colonies. 

2.  Reasons  for  unwillingness  to  change  schools. 

B.  Constitutional  provision  covering  education. 

I.    Location  of  responsibility  and  controlling  authority 

II.   Relation  of  Federal  Government  to  Education. 

A.  Relation  of  the  form  of  government  to  education. 

1,  Foundation  principles  of  American  democracy. 
a.   Relation  of  these  to  education. 

2.  Extent  of  federal  government's  interest  in  education. 

B.  Relation  of  federal  contributions  to  state  control  of  education. 

I.    Early  attempts  at  federal  participation  (National  University). 

III.  Federal  Contributions  to  American  Education. 

A.  The  Public  Domain  and  provisions  for  education. 

1.  Acquisition  and  early  surveys. 

2.  Ordinances  of  1785  and  1787  ard  Ohio  Enabling  Act  of  1802. 

3.  Public  land  grants  for  elementary  education. 

a.  Types  of  grants. 

b.  Amounts  of  land  granted. 

c.  Attempts  to  equalize. 

d.  Disposal  of  school  lands. 

e.  Present  values. 

4.  Other  land  subsidies  for  elementary^  education. 

5.  Land  grants  for  higher  education. 

a.  Early  seminary  grants. 

b.  Morrill  Acts. 

B.  Distribution  of  surplus  revenue  and  its  use  for  education. 

C.  Special  federal  legislation  subsidizing  schools. 

1.  For  experimental  and  extension  work. 

2.  For  agricultural,  industrial  and  other  work  in  the  secondary 
schools   (Smith-Hughes  and  other  acts). 

3.  For  all  other  types  of  education. 

D.  Educational  activities  of  other  federal  departments. 

1.  Number. 

2.  Nature  of  work. 

3.  Overlapping  of  functions. 

IV.  Federal   Contributions   to   Education   during   and   after   the 
World  War. 


THE  FEDERAL  GOVERNMENT  AND  EDUCATION  1 1 

A.  Work  done  through  established  departments  and  agencies. 

B.  Work  done  by  special  boards  and  other  such  agencies. 

1 .  During  the  World  War. 

2.  After  the  war. 

3.  Probable  development. 

BIBLIOGRAPHY 

1.  Bourne,  Edward  C.     History  of  Surplus  Revenue  of  i8j^.     G.  P.  Putnam  & 
Sons.     New  York  1885. 

2.  Cubberley,    E.    P.     "National   Government   and   Education."     In    Monroe's 
Cyclopedia  of  Education.     Macmillan  Co.     New  York  1914. 

3.  Cubberley,  E.  P.  and  Elliott,  E.  C.     Source  Book — State  and  County  School 
Administration.     Vol.  Ii,  Div.  i.     Macmillan  Co.     New  York  1915. 

4.  Button,  S.  T.  and  Snedden,  David.     Administration  of  Public  Education  in  the 
United  States.     Chap.  in. 

5.  Germann,    G.    B.     National    Legislation    Concerning    Education.     Columbia 
University.     New  York  1899. 

6.  Keith,  J.  A.  and  Bagley,  Wm.  C.     The  Nation  and  the  Schools.     Macmillan 
Co.    New  York  1920. 

7.  Strayer,  George  D.     "Plan  to  Meet  Emergency  in  Schools."    Journal  of  Edu- 
cational Administration  and  Supervision,  Vol.  iv,  p.  364  (Sept.  1918). 

8.  Swift,  Fletcher  H.     Public  Permanefit  Common  School  Funds  in  the   United 
States.     Henry  Holt  &  Co.     New  York  191 1. 

9.  Webster,  W.  C.     Recent  Centralizing  Tendencies  in  State  Educational  Adminis- 
tration.    Columbia  University.     New  York  1897. 


12 


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II    H.      A  FF.DERAL  DEPARTMENT  OF  EDUCATION 

I.  The  KxECUTiVE  Cabinet  of  the  Federal  Government. 

A.  Relation  to  the  executive  and  other  divisions  of  government. 

B.  Order  and  dates  of  additions  to  executive  cabinet. 

C.  Variations  in  types  between  departments. 

D.  Comparisons  with  organization  of  executive  departments  of  other 
countries. 

11.  .\  Dep.\rtment  of  Education. 

A.  First  establishment  of  this  department. 

1.  Reasons  for  establishment. 

2.  Work  assigned. 

B.  Reorganization  as  Bureau  of  Education  of  the  Department  of  the 
Interior. 

1.  Reasons  for  change  in  administration. 

2.  Work  which  has  been  accomplished  by  the  U.  S.  Bureau  of 
Education. 

a.  Comparisons  with  other  bureaus  and  departments. 

b.  Restrictions  imposed  by  present  organization. 

II.  Recent  Attempt  to  Reestablish  a  Department  of  Education  in 
the  Feder.\l  Executive  Cabinet. 

A.  Educational  conditions  shown  by  and  resulting  from  the  World  War. 

1.  Relation  of  these  to  national  welfare. 

2.  The  "Commission  on  the  Emergency  in  Education  and  a  Pro- 
gram for  Readjustment  during  and  after  the  War." 

a.  Method  of  work  and  investigation. 

b.  Results  of  investigations. 

c.  Recommendations. 

B.  The  Smith-Towner  Bill. 

1.  History  of  the  bill  in  Congress. 

2.  Provisions  of  the  bill: 

a.  For  a  department  of  education. 

b.  For  the  equalization  of  educational  opportunities. 

c.  For  meeting  other  "emergency"  conditions. 

d.  For  safeguarding  state  control  of  education. 

3.  The  arguments  for  and  against  the  bill. 

a.  Those  concerning  principles  involved. 

b.  Those  involving  the  form  or  particular  provisions  of  the  bill. 

C.  The  Towner-Sterling  Bill. 

1.  Histor>'  of  this  bill  in  Congress. 

2.  Modifications  in  this  bill  from  the  Smith-Towner  Bill. 

D.  Other  plans  for  reorganization  of  governmental  departments. 


A  FEDERAL  DEPARTMENT  OF  EDUCATION  1 5 

BIBLIOGRAPHY 

1.  Bagley,  W.  C.    "A  Federal  Department  of  Education."    School  and  Home 
Education,  March,  1920. 

2.  Brief  in  Support  of  the  Towner-SterHng  Bill.  Com.  on  Education  of  the 
Chamber  of  Commerce  of  the  U.  S.,  May,  1922. 

3.  Burris,  W.  P.  "A  Federal  Department  of  Education."  Elementary  School 
Journal,  Vol.  xx,  No.  8  (April  1920). 

4.  Capen,  Samuel  P.  "Arguments  Against  the  Smith-Towner  Bill."  Educational 
Review,  Vol.  60,  No.  4  (November  1920). 

5.  Cubberley,  E.  P.  "National  Government  and  Education."  In  Monroe's 
Cyclopedia  of  Education. 

6.  Education  Bill.  Joint  Hearing  before  the  Committees  on  Education  and  Labor, 
Congress  of  the  United  States.    Sixty-sixth  Congress  First  Session. 

7.  Germann,  G.  B.     National  Legislation  Concerning  Education. 

8.  Judd,  Charles  H.  "Desirable  Amendments  of  the  Smith-Towner  Bill." 
Elementary  School  Journal,  Vol.  xx,  No.  8  (April  1920). 

9.  Keith,  J.  A.  and  Bagley,  Wm.  C.     The  Nation  and  the  Schools. 

10.  Magill,  Hugh  S.  Education  and  the  Federal  Government.  Legislative  Com- 
mission Series,  No.  2.     N.  E.  A.     October  1921. 

11.  Strayer,  George  D.  "Making  Good  the  Promise  of  Democracy."  Good 
Housekeeping,  February  192 1. 

12.  Strayer,  George  D.  "National  Leadership  and  National  Support  for  Edu- 
cation."   School  and  Society,  xi:  674  (June  5,  1920). 

13.  Strayer,  George  D.  "Why  We  Need  A  Secretary  of  Education."  Elementary 
School  Journal,  Vol.  xx.  No.  8  (April  1920). 

14.  Strayer,  George  D.  "The  Need  of  a  National  Organization  for  Educational 
Service."  Journal  of  National  Education  Association,  Vol.  11,  No.  5  (May 
1922). 


1()  A  FKOF-RAl    DI'PARTMKNT  OF  EDUCATION 

PROBLEM 

S<niK  C(>M>n IONS  Amkctinc;  American  Kducation  1922 

Thero  is  at  prosont  no  coordination  of  the  many  agencies  responsible  for 
the  educational  activities  carried  on  by  the  F"ederal  government.  The  pro- 
motion of  education  at  the  present  time  is  a  subordinate  function  scattered 
among  seven  of  the  ten  departments  of  the  government. 

The  organization,  super\ision,  and  administration  of  education  is  in  all 
mcxlern  nations,  except  the  United  States,  included  among  sovereign  powers 
because  education  is  necessary  to  the  preservation  and  advancement  of  the 
nation.  In  the  United  States  the  sovereign  power  over  education  is  by  the 
Tenth  Amendment  to  the  Constitution  reserved  to  the  states  respectively, 
or  to  the  people. 

The  national  consequences  of  education  as  carried  on  by  the  several  states 
are  as  far  reaching  and  as  inescapable  in  the  United  States  as  they  are  in  those 
nations  which  directly  exercise  sovereign  power  over  education.  The  exercise 
of  even,-  sovereign  function  of  the  United  States  is  determined  by  the  educa- 
tion which  is  provided  by  the  states.  What  is  being  done  in  the  field  of  educa- 
tion by  the  states  is  the  most  important  thing  nationally  that  is  taking  place 
in  our  country. 

In  order  to  encourage  the  states  to  found  educational  systems  that  would 
produce  nationally  desirable  results,  Congress  early  began  and  has  con- 
tinued to  provide  national  aid  and  encouragement  to  education  in  the  several 
states.  Prior  to  1862  this  aid  was  restricted  to  those  states  carved  out  of  the 
public  domain  and  related  chiefly  to  public  schools  and  state  universities. 
Since  that  time  Congress  has  definitely  stimulated  vocational  education  of 
high  school  and  college  grade.  The  stimulus  and  incentive  supplied  by 
Congress  in  the  field  of  vocational  education  is  illustrative  of  the  method  by 
which  Congress  may  proceed  constitutionally  to  secure  nationally  desirable 
results  in  education  without  interfering  with  the  sovereign  power  of  the 
several  states  over  education  within  their  respective  jurisdictions.  Federal 
aid  to  the  states  for  educational  purposes  has  acted  as  an  incentive,  has 
pointed  the  way,  and  has  made  education  a  cause  that  is  at  once  national 
and  state  in  character  and  outcome. 

From  the  latest  data  available  the  true  wealth  per  capita  in  six  selected 
states  is  as  follows: 

Nevada $5,038        Tennessee       $864 

Iowa 3.539         North  Carolina 794 

North  Dakota 3.374         Mississippi 726 

The  contrast  is  almost  as  startling  if  the  true  wealth  per  pupil  enrolled  in 
schools  is  taken.  Six  selected  states  show  the  following  contrasts: 

California $19. 377         Tennessee $3,398 

Montana 15.885         North  Carolina 3.321 

New  York       15,036         Mississippi 2,561 


A  FEDERAL  DEPARTMENT  OF  EDUCATION  1 7 

The  actual  variation  in  ability  to  support  education  is  even  greater  than 
would  appear  from  these  figures,  since  income  varies  even  more  greatly  than 
does  wealth,  which  is  expressed  in  terms  of  value  of  property. 

Income,  excess  profits,  and  internal  revenue  receipts  are  collected  very 
largely  in  the  states  engaged  in  the  manufacture  and  distribution  of  goods. 
The  income  and  profits  derived  are  paid  by  citizens  throughout  the  Nation. 
For  the  fiscal  year  1920-21  the  state  of  North  Carolina  paid  $79,573,088  in 
internal  revenue  on  the  manufacture  of  tobacco.  The  product  was  used  and 
the  taxes  actually  paid  throughout  the  length  and  breadth  of  the  Nation. 

The  recent  migration  of  negroes  from  the  South  is  an  interesting  illustra- 
tion of  this  fact.  College  graduates  from  the  state  universities  of  the  nation 
are  to  be  found  in  all  parts  of  the  country.  The  figures  show  that  from  sixteen 
to  sixty-three  per  cent  of  the  graduates  of  these  institutions  are  distributed 
throughout  other  states  of  the  Union.  In  like  manner,  in  the  privately 
endowed  institutions  of  the  United  States  from  twenty  to  eighty-three  per 
cent  of  the  graduates  are  found  in  states  other  than  those  in  which  the  insti- 
tution is  located. 

According  to  the  1920  census,  six  per  cent  of  our  population  above  ten 
years  of  age  are  confessedly  illiterate.  That  this  is  not  a  true  measure  of  the 
menace  of  illiteracy  is  indicated  by  the  fact  that  24.09  per  cent  of  the  drafted 
men  who  were  given  psychological  examinations  during  the  great  war  were 
unable  to  take  the  test  requiring  the  reading  of  very  simple  English.  This 
measure  of  illiteracy  by  test  is  very  much  more  significant  than  the  confes- 
sion of  illiteracy  tabulated  by  the  Census.  The  census  itself  shows,  however, 
that  the  number  of  illiterates  recorded  in  1920  was  greater  than  in  1910  in 
twelve  states.  For  example,  according  to  the  census,  the  total  number  of 
illiterates  in  New  York,  Massachusetts,  Illinois,  Ohio,  and  New  Jersey  was 
954,131  in  1910  and  1,004,283  in  1920,  an  increase  of  50,152. 

In  a  report  compiled  by  the  Civic  Development  Department  of  the  Chamber 
of  Commerce  of  the  United  States  appears  the  following:  "Certain  industries 
employing  immigrants  discovered  that  the  efficiency  of  those  workers  could 
be  greatly  increased  by  some  expenditure  for  their  education.  It  was  also 
found  that  educational  efforts  of  this  kind  tended  to  reduce  the  number  of 
industrial  accidents  .  .  .  The  public  school  was  and  continues  to  be  the 
largest  factor  in  citizenship  training  and  Americanization  work  in  general. 
...  It  may  be  truly  said  that  one  result  of  the  war  was  to  bring  home  to 
the  American  people  as  a  whole  the  importance  of  assimilating  the  newcomer 
to  this  country.  Wartime  investigations  revealed  a  condition  which  but  few 
outside  of  our  social  and  civic  agencies  had  realized,  such  as  the  existence  of 
groups  and  colonies  of  unassimilated  immigrants  unable  to  speak  the  language 
of  their  adopted  country,  and  almost  totally  ignorant  of  its  manners,  customs, 
and  political  and  civic  institutions." 

In  our  great  national  army  one  third  of  those  sent  to  camp  were  found 
unfit  for  combat  service.  The  physicians  making  the  examinations  stated 
that  a  large  percentage  of  the  defects  found  were  due  to  causes  which  could 
have  been  removed  during  the  ])eriod  of  childhood  and  youth.    In  tinu's  of 


1 8  A  FEDERAI    nFPARTMKNT  OF  F.nUCATION 

peace  no  less  than  in  times  of  war  the  physical  wellbeing  of  all  of  our  people 
is  a  matter  of  the  tiroatest  national  importance.  The  nation's  losses  are  over 
a  billion  dollars  annually  due  to  premature  deaths  and  illness  that  could  he 
preventetl  by  proper  educational  eflorts. 

There  arc  thirty  thousand  teachers  in  the  United  States  who  have  no 
education  beyond  that  furnished  in  a  one-teacher,  rural  elementar}'^  school. 
There  are  nine  states  in  which  forty  per  cent  or  more  of  the  teachers  hold 
licenses  which  require  less  than  a  high  school  education.  For  the  whole  of 
the  I'nited  States  not  more  than  twenty-five  per  cent  of  the  teachers  hold 
licenses  which  require  two  years  of  professional  training  beyond  high  school 
education,  a  standard  which  has  been  acknowledged  as  a  proper  minimum 
preparation  for  teaching  in  elementary  schools. 

QUESTIONS 

1.  What  have  been  the  contributing  causes  to  the  above  conditions? 

2.  To  what  extent  do  the  above  conditions  affect  our  national  welfare? 

3.  What  remedial  measures  have  been  used  on  any  of  the  above  conditions? 
With  what  results? 

4.  In  what  ways  and  to  what  extent  would  the  establishment  of  a  Federal 
department  of  education  assist  in  the  improvement  of  these  conditions? 


Ill  A.   ORGANIZATION— STATE 

I.   Responsibility  of  States  for  Education. 

A.  Variety  of  educational  provisions  in  the  states. 

B.  Variety  in  state  organizations  for  the  control  of  education. 

C.  Development  of  centralization  in  the  control  of  education. 

1.  Arguments  for  and  against  centralization  in  educational  control. 

2.  History  of  development  in  Massachusetts,  New  York,  Pennsyl- 
vania. 

II.  State  Board  of  Education. 

A.  Development  of  idea  of  state  control  through  a  board. 

B.  Composition  of  state  board  of  education. 

1.  How  members  are  selected. 

2.  Qualifications. 

3.  Number. 

4.  Term. 

5.  Remuneration. 

C.  Organization  of  the  state  board  of  education. 

D.  Meetings  of  the  state  board  of  education. 

E.  Powers  and  duties  of  the  state  board. 

III.  State  Superintendent  or  Commissioner. 

A.  Relation  of  state  superintendent  to  the  state  board  of  education. 

B.  Selection  and  tenure  of  the  state  superintendent. 

1.  Present  practices. 

2.  Best  methods. 

C.  Qualifications  of  state  superintendent  of  education. 

1.  Prescribed  by-laws. 

2.  Preparation: 

a.  Actual,     b.   Desired. 

3.  Personal. 

D.  Powers  and  duties  of  state  superintendent. 

1 .  Legislative. 

2.  Executive. 

3.  Judicial. 

IV.  State  Department  of  Education. 

A.  Relation  to  state  board  and  to  state  superintendent. 

B.  Departmental  organization. 

1 .  Staff. 

2.  Functions. 

3.  Coordination. 


20  OKCAM/ATION — STATIC 

C.    ni'partiiU'Mtal  publiratioiis. 

1.  Special  reports  and  bulletins. 

2.  Aiimial  reports. 

(I.    Function.     /).    Contents,     r.    Korni. 
.V   Other  puhlirations. 

BIBLIOGRAPHY 

1.  Cubberlcy,    E.    V.    Stale  and   County  Educational  Reorganization.     Chap.  I. 

2.  Cubberley,  E.  P.  and  Elliott,  E.  C.     Source  Book — State  and  County  School 
Administration.   Chap,  v  and  XI. 

Dutton,  S.  T.  and  Snedden,  David.  Administration  of  Public  Education  m  the 
United  Stales.     Chap,  iv  and  v  and  Bibliographies  for  each  chapter. 
Monroe,     Paul.     Cyclopedia    of    Education.     See     Index.     Macmillan    Co. 
New  York  1914. 

State  School   Laws   for   New  York,    Massachusetts,   California,    Maryland, 
Ohio  and  other  states. 

State  Surveys.    Chapters  on  State  Organization.     Bulletins  of  the  United 
States  Bureau  of  Education,  Washington,  D.  C: 
Alabama  1919  No.  41  North  Dakota  19 18  No.  31 

Arizona  1917  No.  44  Wyoming  1916  No.  29 

Surveys  by  General  Education  Board,  New  York.    Chapters  on  State  Organi- 
zation : 

Delaware  1919  Kentucky  1921  North  Carolina  1921 

Virginia  Public  Schools,  A  Survey.     Chap,  xvi  and  xvili.     World  Book  Co. 
Yonkers  1920. 


ORGANIZATION — STATE  21 

PROBLEM  1 

Organization  of  the  University  of  the  State  of  New  York 

The  corporation  originally  created  under  name  of  the  "Regents  of  the 
University  of  the  State  of  New  York"  is  hereby  continued  under  the  name  of 
the  University  of  the  State  of  New  York;  objects  shall  be  to  encourage  and 
promote  education,  to  visit  and  inspect  its  several  institutions  and  depart- 
ments, to  distribute  or  administer  for  them  funds  appropriated  by  the  State 
therefor  or  such  as  the  university  may  hold  in  trust,  and  to  perform  such 
other  duties  as  may  be  intrusted  to  it.  Said  university  shall  be  governed  by  a 
board  of  regents  whose  members  shall  at  all  times  be  three  more  than  the 
number  of  judicial  districts  of  the  state;  regents  shall  be  elected  by  the  state 
legislature  one  each  year,  no  person  shall  at  the  same  time  be  a  regent  and 
an  officer  of  an  institution  of  the  university. 

The  elective  officers  of  the  university  shall  be  a  chancellor  and  vice- 
chancellor,  to  serve  without  salar>',  and  such  other  officers  as  regents  may 
determine;  no  election,  removal,  or  change  of  salary  of  an  elective  officer 
shall  be  made  by  less  than  six  votes  in  favor  thereof;  each  regent  and  each 
elective  officer  shall  take  oath  of  office;  chancellor  shall  preside  at  meetings 
of  regents  and  shall  confer  degrees  authorized  by  regents. 

Regents  may  provide  regular  meetings,  and  the  chancellor,  or  commissioner 
or  education,  or  any  five  regents,  may  call  special  meetings;  any  regent  who 
shall  fail  to  attend  three  consecutive  meetings  without  satisfactory  excuse 
may  be  deemed  to  have  resigned;  seven  regents  a  quorum.  Regents  shall 
exercise  legislative  functions  of  the  educational  system  of  State,  and,  except 
as  to  judicial  functions  of  commissioner,  establish  rules  for  each  system. 
Regents  may  confer  honorary  degrees,  and  may  establish  examinations  as 
bases  for  conferring  diplomas,  certificates,  and  degrees;  shall  establish  exam- 
inations for  graduation  from  secondary  schools  and  of  admission  to  college; 
may  register  domestic  and  foreign  institutions  in  terms  of  New  York  stand- 
ards; may  supervise  entrance  requirements  to  and  the  licensing  and  prac- 
ticing of  medicine,  dentistry,  veterinary  medicine,  pharmacy  and  optome- 
try, and  the  certification  of  nurses  and  public  accountants;  may  provide 
educational  extension  facilities.  State  library  and  state  museum  shall  be 
departments  of  the  university.  The  institutions  of  the  university  shall  include 
all  secondary  and  higher  educational  institutions  which  are  now  or  may 
hereafter  be  incorporated  in  the  State,  and  such  other  libraries,  museums, 
institutions,  schools,  organizations,  and  agencies  for  education  as  may  be 
admitted  to  or  incorporated  by  the  university;  regents  may  exclude  any 
institution  not  complying  with  law.  Every  institution  in  the  university  shall 
be  subject  to  visitation  by  the  regents  or  their  representatives,  and  shall 
make  required  reports. 

Regents  may  incorporate  any  educational  institution,  any  association  for 
promotion  of  any  department  of  knowledge,  any  association  of  educational 
workers,  or  other  educational  or  cultural  organizations;  may  grant  jjrovisional 
charters.   No  institution  shall  confer  degrees  unless  it  shall  have  resources  of 


22  t>R(;ANIZ.\TION — STATE 

at  K-ast  55(.Hi.iXX);  ami  no  instUiitum  for  hi^lier  education  sliall  bo  incorporated 
without  suitable  provision  for  eciuipnient  and  maintenance. 

The  State  education  department  shall  be  under  legislative  direction  of  the 
regents  and  executive  direction  of  the  commissioner  of  education;  said  depart- 
ment shall  have  management  and  sui)ervisit)n  of  all  iniblic  schools  and  all 
wlucational  work  of  tlie  State,  including  universities  of  the  State;  said  depart- 
ment ma\-  be  divided  by  concurrent  action  of  regents  and  commissioner. 
Commissioner  shall  appoint,  with  approval  of  regents,  assistant  commis- 
sioners; may.  with  approval  of  regents,  appoint  all  other  ofificers  and  em- 
ployees and  tix  their  titles,  duties,  and  salaries;  may,  with  approval  of  regents, 
renn>ve  any  appointive  officer  or  employee;  may,  when  regents  are  not  in 
session,  suspend,  without  salar>',  any  appointive  officer  or  employee,  but  for 
no  longer  than  adjournment  of  succeeding  meeting  of  regents.  Regents  and 
commissioner  shall  together  adopt  a  seal.  Commissioner  shall  make  annual 
report  of  education  department,  including  the  university,  to  the  legislature; 
regents  or  commissioner  may  make  other  reports  to  the  legislature;  such 
reports  may  be  printed  as  bulletins. 

QUESTIONS 

1.  State  three  principles  of  educational  administration  which  you  consider 
are  exemplified  in  the  New  York  organization.  Justify  your  answer. 

2.  What  departments  are  organized  in  the  university  at  the  present  time? 
Would  you  recommend  any  additions  or  eliminations  of  departments? 

3.  Are  any  phases  of  the  above  organization  applicable  in  New  York  alone? 
Which  ones?     Why? 


ORGANIZATION — STATE 


23 


PROBLEM  2 

The  Proposed  Educational  Organization  for  a  State 


THE  PEOPLE  OF  THE  STATE 
Electing 


\ZL 


GOVERNOR 
who  appoints 


x: 


LEGISUTURE 
which       regulates 


Normal  School 
Boards 


Normal  Schools 

and 
Teachers  Colleges 


Board  of  Begents 
for  IMlTersit? 


Assistant  Commissioners 
acting  as 
Heads  of  Divisions 


The  State 
University 


*11*12  'IS*  14 


♦Precedes  the  numbers  of  these  divisions  now  existing  in  more  or  less  i>erfectly  organized  form. 


QUESTIONS 

1 .  Criticise  the  above  organization  from  the  standpoint  of  (a)  centralization 
of  the  control;  (&)  localization  of  responsibility;  (c)  completeness  with 
which  the  field  is  covered. 

2.  Are  any  relationships  expressed  in  the  diagram  which  you  think  should 
not  exist?    If  so,  which  ones? 

3.  Are  there  any  relationships  which  you  think  should  exist  which  are  not 
expressed  in  the  diagram? 

4.  Indicate  in  the  above  diagram  any  changes  or  additions  which  you  con- 
sider desirable  and  give  reasons  for  suggested  changes. 

[The  above  diagram  is  taken  from  the  Report  of  the  Special  Legislative  Committee  on  Education 
for  California,  page  25.) 


Ill  B.   ORGANIZATION— COUNTY 

I.  I  MK  CCUMY  AS  A  I'MT  OF  KdUCATIONAL  AdMINMSTRATION. 

A.  Dovelopment  of  tlic  county  as  educational  unit. 

1.  Ilistor>'. 

2.  Where  developeil 

,V    Relation  to  township  system. 

B.  Present  practices  in  county  school  administration. 

1.  Disi\dvantages.    Reasons  for  present  practices. 

2.  Advantages  and  limitations. 

3.  The  "County  Unit"  in  operation. 

C.  Relation  of  county  organization  to  city  districts  within  the  county. 

II.  fHE  County  Board  of  Education. 

A.  Organization  of  present  boards. 

B.  Composition  of  "County  Unit"  board. 

1.  Selection. 

2.  Qualifications  of  members. 

3.  Number. 

4.  Term. 

5.  Pay. 

C.  Organization,  meetings,  powers,  and  duties  of  a  county  board  of 
education. 

III.   County  Superintendent  of  Schools. 

A.  Present  status  of  count>'  superintendents  in  the  several  states. 

B.  Selection  and  tenure  of  county  superintendents. 
I.  Method  of  selection.     2.    Qualifications. 

3.   Term.     4.   Salary. 

C.  Powers  and  duties  of  the  county  superintendent. 

IV'.  Other  Officers  of  the  County  Board  of  Education. 

A.  Relation  to  the  county  superintendent. 

B.  Relation  to  State  departments. 

V'.   Plans  for  Introduction  of  County  System  of  Administration. 

A.  Criticism  of  plans  which  have  been  used. 

I.    Utah.     2.   Tennessee.     3.    Wisconsin.     4.    Ohio.     5.    Others. 

B.  General  plan  of  procedure. 

1.  Preliminary  questions  to  be  asked  in  any  campaign. 

2.  Preliminary  survey: 

a.   By  whom.     b.   Extent,     c.    Items  studied,     d.    Use  of. 

3.  Extent  of  introduction. 


ORGANIZATION — COUNTY  25 

BIBLIOGRAPHY 

1.  Cubberley,  E.  P.     Public  School  Administration.    Revised   Edition.    Chap. 
XXVIII.    Houghton  Mifflin  Co.    Boston  1922. 

2.  Cubberley,  E.  P.     Rural  Life  and  Education.    Chap,  x  and  xiv.    Houghton 
Mifflin  Co.  (Riverside  Series).    Boston  1914. 

3.  Cubberley,  E.  P.     State  and  County  Educational  Reorganization.     Chap.  11. 
Appendices  D  and  E. 

4.  Cubberley,  E.  P.  and  Elliott,  E.  C.     Source  Book — State  and  County  School 
Administration.     Chap.  ix. 

5.  Dutton,  S.  T.  and  Snedden,  David.    Administration  of  Public  Education  in 
the  United  States,    pp.  73-85. 

6.  Evans,  L.  B.     "County  Unit  Organization  in  Georgia."   Educational  Review, 
Vol.  XI,  pp.  369-73.   Also  Cubberley  and  Elliott,  Source  Book,  p.  246. 

7.  Monahan,  A.  C.     County  Unit  Organization.     U.  S.  Bureau  of  Education, 
Bui.  No.  44,  1914. 

8.  Public  Education  in  Delaware  (survey).   Chap,  iv  and  xi.   General  Education 
Board.    New  York  1919. 

9.  Public  Education  in  Kentucky  {survey).   Chap,  in  and  xi.   General  Education 
Board.    New  York  192 1. 

10.  State  Surveys  by  United  States  Bureau  of  Education:  Alabama,  Arizona, 
North  Dakota,  Wyoming.    Chapters  on  County  Organization. 

1 1 .  Strayer,  George  D.     Report  of  a  Survey  of  Public  Education  in  Nassau  County, 
New  York.    University  of  the  State  of  New  York,  Albany.    December  19 17. 

12.  Virginia  Public  Schools — A  Survey.     Chap.  xix.    Virginia  State  Educational 
Commission.     1919. 

13.  Williams,  J.  H.     Reorganizing  a  County  System.     U.  S.  Bureau  of  Education, 
Bui.  No.  16,  1916. 


:?() 


ORCAMZATION — COUNTY 
PROBLEM   1> 


Clerks  ard 

Business 

Assistants 


Van,  Bus 
&   Truck 
Drivers 

Janitors 
and 
Workmen 

|P  P  P  I  I  s     I 

Criticise  the  above  scheme  of  county  organization  for  a  county  having  the 
conditions  described  in  the  following  data.  Make  out  the  personnel  for  the 
administrative  and  supervisory  staff,  stating  number  of  persons  and  suggested 
salary. 

Total  land  area  274  miles.  Population  116,825.  Largest  village  has  popu- 
lation of  7500.  Majority  of  people  scattered  in  small  villages.  Has  63  inde- 
pendent school  districts,  with  87  buildings.  There  are  7  one-room  schools, 
8  two-room  schools,  5  three-room  schools,  8  four-room  schools,  and  all  others 
are  5  rooms  or  more.  Total  assessed  valuation  $129,933,679.  Tax  rate  per 
$100  is  .715.  School  population  14,636.  Average  daily  attendance  10,448. 
649  regular  teachers  and  47  special  teachers. 


^  From  Report  of  a  Survey  of  Public  Educatior  in  Nassau  County,  New  York.   p.  229.   University 
of  the  State  of  New  York.   Albany  1918. 


ORGANIZATION COUNTY  2^ 

PROBLEM  2 

Advantages  of  the  County  Unit  ^ 

1.  Equalizes  educational  opportunity  by  apportioning  the  funds  of  the  county 
school  district  to  each  school  according  to  its  needs. 

2.  Equalizes  educational  opportunity  by  providing  a  superintendent  for  the 
rural  schools  who  is  selected  solely  on  the  grounds  of  education,  training  and 
successful  experience. 

3.  Equalizes  educational  opportunity  by  providing  for  efficient  supervision  of 
the  rural  schools. 

4.  Guarantees  to  each  child  in  the  county  school  district  that  which  rightfully 
belongs  to  him — an  equal  number  of  days'  schooling  with  every  other  child. 

5.  Equalises  the  burden  of  school  support  by  providing  a  uniform  tax  levy  for 
the  entire  county  school  district.  The  big  district  and  the  little  district,  the 
rich  land  and  the  poor  land,  are  all  taxed  uniformly. 

6.  Abolishes  the  present  system  whereby,  because  of  purely  arbitrary  boundary 
lines,  a  large  and  prosperous  district  with  few  pupils  pays  a  small  school  tax 
while  small  and  poor  districts  are  compelled  to  pay  a  large  tax. 

7.  Favored  districts  which,  under  the  present  pernicious  plan,  escape  with  little 
or  no  taxation  will  be  compelled  to  pay  their  just  share  for  the  support  of  the 
schools. 

8.  Eliminates  partisan  politics  and  local  residence  in  selecting  the  most  important 
school  official  in  the  county — the  county  superintendent  of  schools. 

9.  Favors  the  consolidated,  graded,  equipped,  and  supervised  rural  school. 
Consolidation  has  made  the  greatest  progress  in  states  with  the  township 
or  county  system. 

10.  Permits  the  wholesale  buying  of  school  supplies  and  the  elimination  of  ex- 
pensive small-unit  business  transactions. 

11.  Enables  every  county  to  establish  and  maintain  a  good  system  of  schools. 

12.  Stops  forever  the  dispute  about  boundary  lines  and  eliminates  petty  neigh- 
borhood dissensions. 

13.  Provides  for  better  teachers  and  a  longer  tenure.   The  average  school  director 
has  no  standards  by  which  to  judge  the  applicant  for  a  teaching  position. 

14.  Produces  a  greater  return  for  every  dollar  expended. 

15.  Groups  both  the  burden  and  the  advantages  of  education  on  a  large  scale  and 
provides  a  comprehensive  and  efficient  plan  for  the  whole  county. 

QUESTIONS 

1.  Criticise  the  above  arguments  in  favor  of  the  county  as  the  unit  of  ad- 
ministration. 

2.  What  facts  are  available  to  substantiate  any  of  these  arguments? 

3.  Are  there  any  situations  in  which  these  arguments  would  not  hold?  Which 
ones  would  be  negated? 

4.  What  additional  arguments  would  you  add? 

'  From  the  Report  of  the  Public  School  Adminislralive  Code  Commission  oj  the  Stale  of  Washing- 
Ion,  pace  23. 


inc.  ORGANIZATION— CONSOLIDATION  OF  SCHOOLS 

I.   The  Ri'RAi.  Scntx>L  Problem  in  America. 

A.  Importance  of  rural  school  problem. 

1.  Kconomic  elements  involved. 

a.  Population. 

b.  Wealth. 

c.  Relation  of  production  to  national  wealth. 

d.  Changes  in  agricultural  methods. 

2.  Educational  elements  involved. 

a.  Prevailing  standards. 

b.  Needed  changes. 

B.  The  typical  rural  school  (one  or  two  rooms). 

I.    History.     2.   Advantages.     3.    Disadvantages. 

n.  Solutions  to  the  Rural  School  Problem. 

A.  Constructive  legislation. 

B.  Standardization. 

C.  Training  teachers  for  rural  schools. 

D.  Consolidation  of  schools. 
I.   History  of  movement. 

HI.  Consolidation  of  Rural  Schools. 

A.  Arguments  used  against  consolidation. 

B.  Arguments  used  in  favor  of  consolidation. 

1.  Educational. 

2.  Social. 

3.  Financial  and  economic. 

C.  Problems  in  effecting  consolidation. 

1.  Legislation. 

2.  Selection  of  locality. 

3.  Campaign  of  information. 

4.  Introduction. 

IV.  Administration  of  the  Consolidated  School. 

A.  Building — extra  provisions  necessar\'. 

B.  Teaching  corps. 

C.  Transportation. 

I.    Methods.     2.    Dangers.     3.   Advantages.     4.    Costs. 

D.  Community  center  activities. 

E.  Importance  of  initial  success. 


ORGANIZATION — CONSOLIDATION  OF  SCHOOLS  29 

BIBLIOGRAPHY 

1.  Carney,  Mabel.  Cormtry  Life  and  Country  School,  pp.  I48f.  Row,  Peterson 
&  Co.     New  York  1912. 

2.  Cubberley,  E.  P.     Rural  Life  and  Education,     pp.  23of. 

3.  Cubberley,  E.  P.    State  and  County  Educational  Reorgattization.   Appendix  D. 

4.  Cubberley,  E.  P.  and  Elliott,  E.  C.  Source  Book — State  and  County  School 
Administration.     Vol.  11.     Chap.  X. 

5.  Finegan,  Thomas  E.  "Elementary  Education."  In  Annual  Report  of  the  Uni- 
versity of  the  State  of  New  York.     Vol.  11,  pp.  277f.     1917. 

6.  Monahan,  A.  C.  Consolidation  of  Rural  Schools  and  Transportation  of  Pupils 
at  Public  Expense.  U.  S.  Bureau  of  Education,  Bui.  No.  30,  1914.  Contains 
extensive  bibliography. 

7.  Rapeer,  L.  W.  The  Consolidated  Rural  School.  Chas.  Scribner's  Sons. 
New  York  1920. 

8.  Riegel,  M.  A  Study  of  Rural  Schools  in  Ohio.  State  Department  of  Educa- 
tion, Columbus,  Ohio.     1920. 

9.  Showalter,  N.  D.  A  Handbook  for  Rural  School  Officers.  Chap.  xv.  Hough- 
ton Mifflin  Co.    Boston  1920. 

[Q.  Skidmore,  C.  H.  Administration  and  Supervision  in  the  Box  Elder  School 
District,  Utah.    Board  of  Education,  Brigham  City,  Utah.    1921. 

[I.  Strayer,  Engelhardt  and  Hart.  Consolidation  of  Rural  Schools  in  Delaware. 
Service  Citizens  of  Delaware.   Wilmington,  Del.    1919. 

.2.    Virginia  Public  Schools — A  Survey.     Chap.  xv. 


'^o 


0Kt;.\MZAT10N — CONSOLIDATION  OF  SCHOOLS 


PROBLEM  1 

Increase  Before  and  After  Consolidation  ^ 


Per 

Before  Consolidat 

ion 

After  Consolidation 

Cent 
of  In- 
crease 
Since 

Year  Ending  June 

A 

B 

C 

D 

1877 

1887 

1897 

1907 

1912 

1917 

1921 

1907 

Census,  6-18  years    .    . 

1.443 

2,075 

3,018 

3.830 

4.560 

5.693 

5.747 

50 

Av.  Daily  Attendance  . 

868 

1,057 

1,695 

2,601 

3.451 

3.627 

4.735 

82 

Per  cent  of  census  in  Av. 

D.  A 

60 

51 

56 

68 

76 

64 
46 

82 

21 

Number  of  Schools    .    . 

25 

34 

59 

61 

48 

45 

Less 

Number  of  Male  Teach- 

ers     

18 

20 

33 

37 

46 

42 

55 

48 

Number      of      Female 

Teachers 

19 

20 

19 

69 

87 

108 

133 

93 

Total  Teachers  .... 

37 

40 

52 

106 

133 

165 

188 

77 

Av.  Pupils  Per  Teacher 

29 

39 

51 

34 

31 

33 

30.3 

Less 

Total  Enrolled  .... 

1,084 

1,547 

2,670 

3.552 

4,067 

4.91 1 

5.690 

60 

In  1st  Grade  .... 

309 

443 

479 

713 

754 

70 

In  6th  Grade      .    .    . 

232 

329 

390 

499 

574 

75 

In  8th  Grade      .    .    . 

136 

223 

354 

348 

480 

115 

In  9th  Grade      .    .    . 

63 

63 

132 

831 

432 

585 

In  I2th  Grade    .    .    . 

0 

0 

18 

74 

75 

All 

In  9  to  12  inclusive  . 

63 

63 

250 

516 

865 

1273 

8th  Grade  Promotions  . 

63 

135 

275 

314 

428 

202 

High  School  Graduates 

0 

0 

16 

65 

68 

All 

Total  Promotions  .    .    . 

1,300 

2.375 

3,581 

3,936 

4,910 

106 

1  Data  taken  from  Administration  and   Supervision  in  the  Box  Elder  School  District,   Utah, 
page  89. 


QUESTIONS 

1.  What  are  the  significant  facts  in  the  above  table? 

2.  What  arguments  in  favor  of  the  consolidation  of  schools  are  supported  by 
this  table?   Give  illustrations. 


ORGANIZATION CONSOLIDATION  OF  SCHOOLS 


31 


PROBLEM  2 


Dis- 
trict 
No. 

Property 
Valua- 
tion 1 

Total 
Ex- 
pendi- 
ture 

Sala- 
ries 

Jani- 
tor, 

Fuel, 
etc. 

Cen- 
sus 
6-18 

A.D. 
A. 

Term 

in 
Mos. 

No. 
Teach- 
ers 

Salary 
Dis- 
trict 
Clerk 

High 
School 
Tui- 
tion 

I 
2 
3 
4 
5 
6 

$220,000 
260,000 
150,000 
300,000 
120,000 
450,000 

$1,500 
2,150 
1,320 
2,230 

1,250 
8,800 

$800 

1,050 

800 

900 

800 

5.250 

$38P 
400 
220 
430 
250 

1,750 

30 
40 
22 
56 

18 
164 

16 
30 
10 
32 
9 
113 

8 
10 

8 

9 

8 

9 

5 

$100 
100 
100 
100 
100 
200 

$300 
600 
200 
800 
100 

1,600 

1  Property  valuation  three-fourths  of  real  valuation. 


Conditions 

State  and  county  provisions  for  support  of  schools  grant  $30  per  pupil  in 
average  daily  attendance  and  $350  per  full-time  teacher  employed.  Districts 
are  all  connected  by  good  roads.  Tuition  for  high  school  pupils  is  $100  a  year 
in  the  nearest  city  high  school.  State  law  provides  minimum  salary  of  $800, 
and  minimum  term  of  8  months.  Sites  in  districts  to  be  abandoned  valued  at 
about  $8000,  and  old  building  at  about  $4000.  Assume  that  you  5re  the 
County  Superintendent  of  the  county  in  which  these  schools  are  located. 
\\  ork  out  plan  for  consolidation  with  District  6  which  you  would  present  to 
the  districts.  Use  budget  form  for  the  plan.  Provide  for  new  central  school 
to  cost  $100,000  (or  $150,000  if  budget  will  permit).  State  advantages  to  be 
derived  from  your  proposed  plan.  State  will  pay  one-half  of  transportation 
costs. 


Road  rap  of  Consolidated  School  District 


Scale  -  1  inch  equals  1  mile. 

R.R.   not  available   for   transportation  of  children. 


Ill  n.     ORGANIZATION    TOWN,  TOWNSHIP  AND 
DISTRICT 

I.    Town  and  rowNSHir  Okiianization  of  Schools. 

A.  Origin  and  development  of  town  as  unit. 

1.  In  New  Kngland. 

2.  In  other  sections. 

B.  Comparison  with  other  units  of  administration. 

1.  County. 

2.  District. 

C.  Present  status  of  this  system  as  an  administrative  unit. 

II.   District  Organization  of  Schools. 
A.   Origin  and  spread  of  the  plan. 

1.  In  colonial  period. 

2.  In  19th  century. 

3.  At  present  time. 

B.*  Present  status  of  district  organization  in  the  United  States. 

1.  States  where  district  system  prevails. 

2.  States  where  district  system  is  combined  in  various  ways  with 
other  units. 

3.  Recent  legislation  affecting  the  district  organization. 

C.  Merits  and  defects  of  district  system. 

1.  As  show^n  in  current  practice. 

2.  As  influenced  by  changing  conceptions  of  education. 

3.  As  evidenced  by  recent  legislative  changes. 

D.  Organization  and  administration  of  school  districts. 

1.  How  districts  are  determined. 

a.  By  location. 

b.  By  population. 

c.  By  property  values. 

2.  Kinds  of  school  districts. 
a.   Bases  for  classification. 

3.  Organization  of  school  districts. 

a.  Ofificers — number — selection — duties. 

b.  Relation  to  state  system  and  state  officers. 

c.  Relation  to  county  or  tow-n  system. 

d.  Variations  in  organization  by  kinds,  sizes,  and  location  of 
districts. 

E.    Function  of  the  local  district  organization  in  modern  education. 


ORGANIZATION — TOWN,  TOWNSHIP  AND  DISTRICT  33 

BIBLIOGRAPHY 

1.  Cubberley,  E.  P.     State  and  County  Educational  Reorganization.     Chap.  in. 

2.  Cubberley,  E.  P.  and  Elliott,  E.  C.     Source  Book — State  atid  County  School 
Administration.     Vol.  11,  Chap,  vi,  vii,  and  viii. 

3.  Dutton,  S.  T.  and  Snedden,  David.     Administration  of  Public  Education  in  the 
United  States.     Chap.  vi. 

4.  Monroe,  Paul.     Cyclopedia  of  Education.     See  "Town  System"  and  "  Town- 
ship System." 

5.  Public  Education  in  Delaware.     Chap,  v  and  XI. 

6.  Public  Education  in  Kentucky.     Chap.  Ill  and  XI. 

7.  Showalter,  N.  D.     A  Handbook  for  Rural  School  Officers.     Chap,  iv  and  xiv. 

8.  State  Surveys  by  U.  S.  Bureau  of  Education  for  Alabama,  Arizona,  Colorado, 
North  Dakota  and  Wyoming.    Chapters  on  Local  School  Administration. 


34 


OK(i.\M/.MK)N       TOWN,  TOWNSHIl'  AND  DISTRICT 


PROBLEM  1 

rilK  niSlRlHl  TION  OK  FINANCIAL  ABILITY  AND  BURDEN  UnDER  THE 

Present  District  System  ok  Educational  Administration 
(Nassau  County,  New  York) 


Amount  Raised 

Assessed  Valu- 

Tax Rate 

District 
Number 

Per  Pupil  by 

ation  Per  Pupil 

Proposed 

Tax  (1914-15) 

(1914-15) 

(1915-16) 

28 

I430 

$201,357 

■32 

1 8 

114 

42,159 

.26 

27 

75 

10,674 

•51 

3 

66 

20,154 

•335 

7 

53 

9,274 

•50 

25 

51 

13,342 

•51 

23 

46 

8,549 

.623 

2 

45 

18,560 

•25 

o 

i6 

45 

27,449 

.24 

Q 

26 

44 

12,481 

•30 

g 

17 

39 

7,042 

•65 

en 

22 

37 

9,853 

.48 

Id 

S 

6 

35 

5,489 

•63 

5 

33 

19-349 

.18 

13 

29 

7,764 

•  50 

4 

28 

3,142 

.925 

19 

26 

4-374 

.90 

8 

22 

3-200 

1-52 

23 

88 

20,845 

.22 

TO 

67 

17,121 

.26 

4 

62 

10,853 

.42 

II 

59 

25.992 

•19 

2 

57 

6,404 

•56 

2; 

> 

15 

51 

9,337 

•24 

o 

12 

45 

4,279 

•32 

>< 

14 

43 

6,163 

•32 

< 

3 

43 

18,723 

.28 

19 

41 

3,200 

.80 

I 

40 

7,239 

•45 

>< 
O 

13 

39 

12,756 

.10 

21 

39 

2,683 

1.20 

i8 

32 

3,861 

•50 

8 

25 

9-136 

■17 

20 

19 

3-355 

•50 

Note.  This  table  is  calculated  directly  from  the  reports  of  the  District  Superintendents  to  the 
State  Department  of  Education.  None  of  the  above  districts  attempt  to  maintain  a  high  school 
department.  From  Report  of  a  Survey  of  Public  Education  in  Nassau  County,  University  of 
the  State  of  New  York.  Albany,  1918,  Table  I. 


ORGANIZATION — TOWN.  TOWNSHIP  AND  DISTRICT  35 

QUESTIONS 

1.  Pick  out  from  the  above  table  some  of  the  most  noticeable  inequalities. 
(Tables  similar  to  this  may  be  assembled  in  practically  every  state.) 

2.  Compute  the  differences  in  financial  "burden"  carried  by  several  of  the 
districts. 

a.  In  terms  of  tax  rate. 

b.  On  basis  of  equal  amounts  raised  per  pupil. 

PROBLEM  2 

The  following  lists  of  duties  and  powers  were  prescribed  by  the  school  law 
of  Illinois  (1921)  for  district  school  boards  of  three  elected  members  in  dis- 
tricts with  less  than  one  thousand  inhabitants. 

Assume  (A)  that  the  state  is  operating  upon  the  "district  basis"  and  (B) 
that  it  is  operating  upon  the  "county  unit"  basis. 

I.  Criticise  the  list  on  the  basis  of  assumption  (A)  as  to  their  desirability 
as  functions  of  a  local  school  board.  Justify  criticism  and  state  by  whom 
rejected  duties  should  be  performed. 

II.  Criticise  the  list  in  the  same  way  on  the  basis  of  assumption  (B). 

1.  Shall  be  a  body  politic  and  corporate,  sue  and  be  sued. 

2.  Shall  give  10  days  notice  of  all  elections. 

3.  Give  notices  of  special  elections  to  fill  vacancies  in  board  of  directors 
caused  by  removal  from  district  or  other  causes. 

4.  Shall  conduct  all  elections  and  report  results. 

5.  Shall  hold  regular  and  special  meetings. 

6.  Shall  keep  a  reliable  record  of  all  official  acts. 

7.  Shall  make  an  annual  financial  and  statistical  report. 

8.  Report  the  teacher's  name  and  the  dates  of  contract. 

9.  Provide  revenue  necessary  to  maintain  schools. 

10.  Divide  taxes  of  districts  in  two  or  more  townships. 

1 1 .  Adopt  and  enforce  all  necessary  rules  and  regulations. 

12.  Visit  and  inspect  the  public  schools. 

13.  Appoint  all  teachers  and  fix  their  salaries. 

14.  Direct  what  branches  of  study  shall  be  taught,  what  textbooks  and 
apparatus  shall  be  used  and  enforce  uniformity  of  tt-xtlxjoks  in  the  i)ublic 
schools. 

15.  Maintain  sufficient  free  schools  for  at  least  7  months. 

16.  Purchase  textbooks  and  loan  them  to  pupils  whose  parents  are  unable  to 
provide  them. 

17.  Send  all  teachers'  schedules  to  township  treasurer. 

iS.    Pay  money  only  to  teachers  holding  certificate  of  qualification. 

19.  Enter  in  records  and  post  a  copy  of  township  treasurer's  report. 

20.  Keep  and  maintain,  in  good  repair,  all  division  fences  between  school 
grounds  and  adjoining  lands. 

21.  Purchase  a  suitable  book  for  tiieir  records. 


Vi  OKl.AMZATION  -  TOWN'.  TOWNSHIP  AND  DISTRICT 

22.  Allow  the  clerk  a  reasonable  compensation  for  his  ser\ii.e. 

23.  Dismiss  a  teacher  for  incompetency,  cruelty,  negligence,  etc. 

24.  To  assign  pujiils  to  the  se\eral  schools,  admit  non-residenl  pupils  and 
fix  rates  of  tuition. 

25.  Expel  pupils  guilty  of  gross  disobedience  or  misconduct. 

26.  Provide  that  children  under  12  shall  not  be  kept  in  school  more  than  four 
hours  daily. 

27.  I'urchase  libraries  and  apparatus. 

28.  Sell  unnecessar>'  personal  property  belonging  to  the  district. 

29.  Grant  special  holidays. 

30.  Control  all  school  houses  in  district  and  grant  temporary  use  of  them  for 
other  purposes. 

31.  Decide  when  a  site  or  building  is  inadequate  for  needs. 

32.  Borrow  money  and  issue  bonds. 

33.  Furnish  each  school  with  a  flag  and  stafT. 

34.  Establish  classes  for  the  deaf  and  provide  a  trained  teacher. 

35.  Establish  classes  for  crippled  children. 

36.  Establish  kindergartens  and  provide  special  teachers. 

37.  Issue  warrants  against  taxes  to  be  levied  when -no  funds  are  available. 

38.  Pay  the  wages  of  teachers  monthly. 

PROBLEM  3 

"Copy" 

Copy  of  a  letter  sent  by  the  chairman  of  a  local  school  board  to  a  counts- 
superintendent  relative  to  the  hiring  of  a  teacher.  (Previous  teacher,  taught 
upon  emergency  certificate  and  failed  to  secure  certification.) 


Dear  Sir  A  few  words  to  you  about  the  School  teacher  we  as  Commissioner  it  dos 
not  Suit  us  to  take  a  man  as  we  cannnot  hardly  get  Board  for  awoman  it  is  Still 
hardder  if  we  take  a  man  i  tell  you  now  we  dont  a  man  down  heare  if  have  any 
thing  to  do  with  the  School  the  teacher  we  had  Suited  all  Right  she  was  hear  She 
understood  the  Children  here  and  Shee  understood  them  the  Same  one  Wanter  to 
Come  to  Come  back  to  us  i  no  this  is  dos  not  suit  us  to  be  to  Change  teacher  the 
Children  dosen  Learn  as  Much  We  as  three  Com  dos  not  want  I  don  your  truely 


if  we  Cant  have  any  thing  to  Say  about  who  we  Should  have  for  ateacher  it  is  no 
use  to  have  us  in  as  a  Commissioner  We  dont  want  any  man  down  heare  for  this 
School  i  see  what  it  takes  down  heare  i  have  been  in  School  work  for  12  year  i  no 
a  Little  About  School  work 

QUESTION 

I.   State  at  least  five  arguments  against  extreme  "decentralization"  in  educa- 
tional control  suggested  by  this  letter. 


Ill  E.   ORGANIZATION— SCHOOL  DIVISIONS 

I.   Historical  Development  of  School  Divisions. 

A.  Order  of  development. 

B.  Causes  of  development. 

C.  Interacting  results  of  these  changes. 

D.  Changes  and  developments  peculiar  to  the  United  States. 

II.  Kindergartens. 

A.  Relation  to  other  divisions. 

I.    Function.     2.   Subject  matter. 

B.  Organization. 

I.    Present  forms.     2.    Possible  changes. 

C.  Administration. 

I.    Present  practices.     2.   Tendencies. 

D.  Experiments,  proposals  and  new  types  of  service. 

III.  Elementary  Schools. 
Same  as  II. 

IV.  Junior  High  School. 
Same  as  1 1 . 

V.  Secondary  Schools. 
Same  as  1 1 . 

VI.   Higher  Education. 
Same  as  1 1 . 

VII.  Special  Forms  of  Education. 

A.  Industrial  and  Vocational  Schools. 

B.  Vestibule  and  upgrading  schools. 

C.  Evening  schools. 

D.  Continuation  schools. 

E.  Adult  and  Americanization  schools. 

F.  Play,  recreation  and  physical  training. 

G.  Libraries,  museums  and  lyceum  courses. 
H.  Other  special  schools. 

BIBLIOGRAPHY 

1.  Cubberley,  E.  P.     Slate  and  Country  Reorganization.     Chap,  iv,  V,  and  vi. 

2.  Cubberley,  E.  P.     Public  Education  in  the  United  States.     Consult  Table  of 
Contents  and  Index.    (Bibliographies  for  special  topics  at  ends  of  chapters.) 


^8  i>K(..\NlZATION — SCnOOI.  DIVISIONS 

^V    Cubberley.  K.  W  ami  Klliott,  K.  C.     Sourer  Book.     Division  ii. 

4.    Duttoii,  S.  T.  ami  Sncddcn,  David.     Admitiistration  of  Public  Education  in  the 

United  States.     Chap,  xviii,  xx  ami  xxii. 
5     Monroe,  Paul.     Cyclopedia  of  Education.     See  different  topics. 

NoTK.    .A  bibliography  on  these  topics  is  very  extensive.    Hand  in  a  list  of  any  references  you  find 
l>articularly  lielpful.  stating  the  phase  covered  by  each. 


ORGANIZATION — SCHOOL  DIVISIONS  39 

PROBLEM 

Given  Conditions 

A  state,  population  2,500,000.  One  (extensive  manufacturing)  city  of 
100,000  and  three  of  about  50,000,  one  of  which  is  a  railway  center,  the  other 
two  distributing  points.  Many  smaller  cities  and  villages.  The  state  pre- 
dominantly agricultural  and  stock  raising.  Property  valuation  $8,750,000,000, 
per  capita  wealth  $3,500  and  has  been  steadily  though  slowly  increasing 
during  the  previous  10  years.  The  people  are  progressive  only  in  a  verj-  con- 
servative way.  Ver>-  partial  to  the  traditional  way  of  doing  things.  There  is 
a  state  board  of  education  of  9  appointed  members  who  select  the  state 
commissioner  of  education.  The  state  has  the  county  system  in  so  far  as  the 
election  of  a  county  superintendent  goes,  but  it  is  virtually  managed  upon 
the  district  basis.  The  state  and  county  assist  the  districts  in  the  support  of 
the  elementary'  schools  (grades  i  to  8  inclusive),  but  any  other  kind  of  school 
must  be  locally  supported.  There  was  an  intermediate  school  with  the  tradi- 
tional courses  started  two  years  ago  in  one  of  the  cities  of  50,000,  but  it  is 
proving  more  expensive  than  regular  schools.  Three  high  schools  in  smaller 
cities  receive  assistance  from  the  Smith-Hughes  Act  for  teachers  of  agricul- 
ture. There  is  a  state  supported  university  with  an  agricultural  experiment 
station  in  connection  with  it  and  a  total  attendance  of  1500.  There  are  two 
small  state  supported  normal  schools  with  an  attendance  of  275  and  400 
respectively.  Courses  2  years  above  high  school  graduation.  The  state  has 
also  a  high  school  teacher  training  class  in  the  fourth  year  of  the  high  school 
course  (observation  but  no  practice  teaching). 

Problem 

Outline  a  scheme  of  public  education  for  this  state  beginning  with  the 
kindergarten  and  extending  through  the  university,  which  you  think  will 
meet  the  particular  needs  of  the  state.  Specify  each  division  and  kind  of 
special  school  above  the  elementary  division  and  state  about  the  number  of 
students  to  be  provided  for  by  each  kind  of  school. 


IV.   SCHOOL  SUPPORT 

I.   History  of  School  Sitport  in  the  United  States. 

A.  luiropean  traditions. 

B.  Development  of  forms  of  support. 

I.   Order  of  appearance.     2.    Reasons  for  changes. 

C.  Sources  of  school  incomes. 
1).    Present  tendencies. 

11.    Principles  Involved  in  School  Support. 

A.  Development  and  degree  of  acceptance. 

B.  Methods  used  to  secure  desired  results. 

III.   Distribution  of  School  Funds. 

A.  Historical  development. 

B.  Various  bases  of  distribution. 

I.   Single.     2.    Combination.     3.    Effort  and  need. 

C.  Advantages  and  disadvantages  of  each  basis. 

I\'.  The  Place  of  a  Budget  in  State  School  Support. 

A.  Form  and  content  of  such  a  budget. 

B.  By  what  units  made  (Interrelations). 

C.  Use  and  advantages  to  be  expected  from  budget  system. 

y.   Present  Practices  in  the  Various  States  in  School  Support. 

VI.  A  Proposed  General  Plan  of  State  School  Support. 

A.  Plan  of  support  by  the  state. 

I.    Regular  divisions.     2.    Special  education. 

B.  Amount  of  support. 

I.    Political  units.     2.    Unit  costs. 

C.  Special  provisions. 

BIBLIOGRAPHY 

1.  Cubberley,  E.  P.     School  Funds  and  Their  Apportiomnent.     Teachers  College, 
New  York  1906. 

2.  Cubberley,    E.    P.     State   and    County   Educational   Reorganization.     Chap. 
VII  and  VIII  and  Appendix  C. 

3.  Cubberley,  E.  P.     Public  Education  in  the  United  States.     (For  the  develop- 
ment of  the  various  phases,  see  particularly  Chap,  v.) 

4.  Cubberley,  E.  P.  and  Elliott,  E.  C.     Source  Book.     Division  II. 

5.  Dutton,  S.  T.  and  Snedden,  David.     Administration  of  Public  Education  in 
the  United  States,     pp.  I44ff. 


SCHOOL  SUPPORT  4I 

6.  Howerth,  Ira  W.  "The  Apportionment  of  School  Funds."  Educational  Review. 
Vol.  46,  pp.  273-84  (October  1913). 

7.  Monroe,  Paul.     Cyclopedia  of  Education.     (See  topics.) 

8.  Public  Education  in  Delaware — Survey.     Chap,  ix  and  xi. 

9.  Swift,  Fletcher  H.     Public  Permanent  Common  School  Funds  in  the  United 
States. 

10.  Swift,  Fletcher  H.     "Common  School  Finance  in  Alabama."  Educational  Ad- 
ministration and  Supervision,  Vol.  v,  No.  7  (September  19 19) 

11.  State  Surveys.   Chapters  on  Taxation  and  Support. 

12.  School  Laws — New  York,  California,  Ohio. 


42  SCHOOL  SUPPORT 

PROBLEM 

Extracts  from  tho  scliool  laws  of  New  York  and  Missouri  dealing  with  the 
systems  of  scliool  support,  particularly  with  the  state's  participation  in  school 
support,  are  given  below. 

In  the  light  of  the  principles  of  school  support  and  the  distribution  of 
school  funds,  criticise  these  two  state  systems  and  list  any  changes  which 
>ou  would  consider  desirable  and  the  reason  for  your  recommendations. 

I.    New*  York — 1921 
Article  18.   School  Moneys. 

Section  490.  117;^;;  apportioned  and  how  applied.  The  amount  annually  appro- 
priated by  the  Legislature  for  the  support  of  common  schools  shall  be  apportioned 
by  the  Commissioner  of  Education  on  or  before  the  twentieth  day  of  January  in 
each  year  as  hereinafter  provided;  and  all  moneys  so  apportioned  shall  be  applied 
exclusively  to  the  payment  of  teachers'  salaries. 

Section  491.  Apportionment  of  moneys  appropriated  for  the  support  of  common 
schools.  After  setting  apart  therefrom  for  a  contingent  fund  not  more  than  ten 
thousand  dollars,  the  Commissioner  of  Education  shall  apportion  the  money  ap- 
propriated for  the  support  of  common  schools: 

1.  To  each  city  and  to  each  union  school  district  which  has  a  population  of  five 
thousand  and  which  employs  a  superintendent  of  schools,  eight  hundred  dollars. 
This  shall  be  known  as  a  supervision  quota. 

2.  To  each  district  having  an  assessed  valuation  of  twenty  thousand  dollars  or 
less,  two  hundred  dollars. 

3.  To  each  district  having  an  assessed  valuation  of  forty  thousand  dollars  or 
less,  but  exceeding  twenty  thousand  dollars,  one  hundred  and  seventy-f:ve  dollars. 

4.  To  each  district  having  an  assessed  valuation  of  sixty  thousand  dollars  or 
less,  but  exceeding  forty  thousand  dollars,  and  to  each  Indian  reservation  for 
each  teacher  employed  therein  for  a  period  of  one  hundred  and  eighty  days  or 
more,  one  hundred  fifty  dollars  (Subdivision  4,  amended  by  L.  1917,  ch.  74,  in 
effect  March  20,  19 17). 

5.  To  each  of  the  orphan  asylums  which  meet  the  conditions  mentioned  in 
article  35  of  this  chapter,  one  hundred  and  twenty-five  dollars. 

6.  To  each  of  the  remaining  districts  and  to  each  of  the  cities  in  the  State  one 
hundred  twenty-five  dollars.  The  apportionment  provided  for  by  subdivisions 
2,  3,  4,  5  and  6  shall  be  known  as  district  quotas. 

7.  To  each  such  district,  city  and  orphan  asylum  for  each  additional  qualified 
teacher  and  his  successors  by  whom  the  common  schools  have  been  taught  during 
the  period  of  time  required  by  law,  one  hundred  dollars.  The  apportionment  pro- 
vided for  by  this  subdivision  shall  be  known  as  the  teachers'  quota. 

8.  To  a  school  district  or  a  city  which  has  failed  to  maintain  school  for  one 
hundred  eighty  days  or  which  has  employed  an  extra  teacher  for  a  shorter  period 
than  one  hundred  eighty  days  such  part  of  a  district  or  teacher's  quota  as  seems  to 
him  equitable  when  the  reason  for  such  failure  is  in  his  judgment  sufficient  to 
warrant  such  action;  but  in  case  such  failure  to  maintain  a  school  in  such  district 
or  city  for  a  period  of  one  hundred  eighty  days  was  caused  by  the  prevalence  of  an 
infectious  or  contagious  disease  in  the  community,  the  Commissioner  may  in  his 
discretion  apportion  to  such  district  or  city  full  district  and  teachers'  quotas 
(Subdivision  8  amended  by  L.  1917,  ch.  74,  in  effect  March  20,  1917). 


SCHOOL  SUPPORT  43 

9.  To  each  separate  neighborhood  such  sum  as  in  his  opinion  it  is  equitably 
entitled  to  receive  upon  the  basis  of  distribution  established  by  this  article. 

10.  All  errors  or  omissions  in  the  apportionment  whether  made  by  the  Com- 
missioner of  Education  or  by  the  school  commissioner  shall  be  corrected  by  the 
Commissioner  of  Education.  Whenever  a  school  district  has  been  apportioned  less 
money  than  that  to  which  it  is  entitled  the  Commissioner  of  Education  may  allot 
to  such  district  the  balance  to  which  it  is  in  his  judgment  entitled  and  the  same 
shall  be  paid  from  the  contingent  fund.  Whenever  a  school  district  has  been  ap- 
portioned more  money  than  that  to  which  it  is  entitled  the  Commissioner  of  Edu- 
cation may,  by  an  order  under  his  hand,  direct  such  moneys  to  be  paid  back  into 
the  hands  of  the  county  treasurer  by  him  to  be  credited  to  the  school  fund,  or  he 
may  deduct  such  amount  from  the  next  apportionment  to  be  made  to  said  district. 

11.  The  Commissioner  of  Education  may  also  in  his  discretion  excuse  the 
default  of  a  trustee  or  a  board  of  education  in  employing  a  teacher  not  legally 
qualified,  legalize  the  time  so  taught  and  authorize  the  payment  of  the  salary  of 
such  teacher. 

Section  491-a.  Additional  apportionment  of  school  moneys.  I.  In  addition  to 
any  other  apportionment  or  quota  provided  for  in  this  article,  to  be  applied  to  the 
payment  of  teachers'  salaries,  the  commissioner  of  education  shall  apportion  and 
pay  annually,  at  the  same  time  and  in  the  same  manner  as  public  school  moneys 
are  apportioned  and  paid  under  this  article,  or  prior  thereto  in  the  discretion  of 
the  commissioner  of  education,  to  each  city  school  district  and  to  each  common  or 
union  free  school  district,  from  moneys  appropriated  for  the  support  of  common 
schools,  for  each  teacher  employed  in  the  school  or  schools  of  such  district  who  shall 
have  taught  during  the  period  required  by  law,  as  follows: 

a.  In  cities  of  the  first  class  containing  a  population  of  over  one  million,  six 
hundred  dollars. 

b.  In  cities  of  the  first  class  containing  a  population  of  less  than  one  million; 
in  cities  of  the  second  class  containing  a  population,  according  to  the  federal  census 
of  nineteen  hundred  and  twenty,  of  over  one  hundred  and  fifty  thousand,  in  a 
city  school  district  in  a  city  of  the  third  class  adjoining  a  city  of  the  first  class  con- 
taining a  population  of  less  than  one  million;  and  in  cities  of  the  second  and  third 
classes  in  a  county  adjoining  a  city  having  a  population  of  over  one  million,  which 
county  has  a  population  of  over  three  hundred  thousand,  five  hundred  and  fifty 
dollars. 

c.  In  other  cities  of  a  population  of  fifty  thousand  or  more  and  in  union  free 
school  districts  wholly  situated  within  such  cities,  four  hundred  and  fifty 
dollars. 

d.  In  other  cities  of  a  population  of  less  than  fifty  thousand  and  in  union 
free  school  districts  authorized  by  law  to  have  superintendents  of  schools,  three 
hundred  and  fifty  dollars. 

e.  In  other  union  free  school  districts  maintaining  academic  departments,  three 
hundred  and  fifty  dollars. 

/.  In  each  other  school  district  employing  more  than  one  teacher,  three  hundred 
dollars. 

g.  In  each  other  school  district  employing  but  one  teacher  and  having  an 
assessed  valuation  exceeding  one  hundred  thousand  dollars,  two  hundred  dollars. 

h.  In  each  other  school  district  employing  but  one  teacher  and  having  an  as- 
sessed valuation  of  one  hundred  thousand  dollars  or  less,  two  hundred  dollars, 
and  in  addition  thereto  the  sum  of  three  dollars  for  each  entire  thousand  dollars 


44  SCHOOL  SUPPORT 

that  the  assesst>d  valuation  of  siich  district  is  less  than  one  hundred  thousand 
ilollars.    (.Subdivision  anieniled  l)\  L.  1921,  ch.  584,  in  effect  May  5,  1921). 

II.    Missouri — 1921 

ARTKI.K   I!.     Ari'OKTIONMENT  OF  Pl'BI.IC  SCHOOL  FUND. 

Section  11 179.  Apportionment  of  public  school  fund.  The  state  superintendent 
of  public  schcx)ls  shall  annually,  before  August  15th,  apportion  the  public  school 
fund  applied  for  the  benefit  of  the  public  schools  among  the  different  counties. 
This  apportionment  shall  be  made  as  follows:  The  state  superintendent  shall 
apportion,  among  the  various  counties,  fifty  dollars  for  each  teacher,  each  princi- 
pal, and  each  supervisor  actually  employed  for  the  entire  term:  Provided,  that 
any  teacher  employed  for  less  than  one-half  of  the  day  shall  not  be  counted;  any 
teacher  employed  for  less  than  one-half  of  the  term  for  which  school  is  maintained 
in  the  district  shall  not  be  counted;  for  each  teacher  employed  for  more  than  one- 
half  of  the  school  term  of  the  district  and  less  than  nine-tenths  of  the  school  term, 
he  shall  apportion  only  twenty-five  dollars:  Proi'ided,  also,  that  he  shall  appor- 
tion only  twenty-five  dollars  for  the  teacher  of  any  district  in  which  the  average 
attendance  during  the  year  preceding  the  apportionment  has  been  less  than  fifteen 
pupils  per  day:  Provided  further,  that  he  shall  apportion  one  hundred  dollars  for 
each  teacher  whose  salary  is  one  thousand  dollars  or  more  per  year:  Provided,  that 
he  shall  apportion  fifty  dollars  for  each  teacher  of  any  district  that  employs  only 
two  teachers,  one  of  whom  is  colored  and  one  white:  Provided,  that  no  teacher, 
principal,  or  supervisor,  who  is  not  paid  by  the  school  board  from  the  public  funds 
of  the  district  shall  be  counted.  After  these  teacher  apportionments  have  been 
deducted  the  remainder  of  the  state  school  fund  to  be  apportioned  shall  be  divided 
by  the  total  number  of  days'  attendance  of  all  the  pupils  of  the  public  schools  of 
the  state  and  the  quotient  thus  obtained  shall  be  called  a  pupil  daily  apportion- 
ment. The  amount  apportioned  to  each  district  shall  be  determined  by  multiply- 
ing this  pupil  daily  apportionment  by  the  total  number  of  days'  attendance  of  all 
pupils  of  each  district:  Proi'ided,  that  the  days'  attendance  on  legal  holidays  and 
on  days  when  the  school  is  dismissed  by  order  of  the  board  to  permit  teachers  to 
attend  teachers'  meetings  shall  be  determined  by  counting  as  present  each  pupil 
who  was  present  on  the  last  day  the  school  was  in  session  before  such  intermission. 
The  clerk  of  each  school  district  shall  make  a  report  to  the  county  clerk  between 
June  15th  and  June  30th  of  each  year,  showing  the  number  of  teachers  employed, 
the  total  number  of  days'  attendance  of  all  pupils,  the  length  of  the  school  term, 
the  average  attendance,  the  number  of  days  taught  by  each  teacher,  the  salary 
of  each  teacher,  and  any  other  information  that  the  state  superintendent  may 
require.  The  aforesaid  report  shall  be  sworn  to  before  a  notary  public  or  the 
county  clerk.  The  county  clerk  shall  make  a  summary  of  all  these  reports  and 
forward  to  the  state  superintendent  of  public  schools,  on  or  before  July  15th,  a 
report  showing  the  total  number  of  teachers  employed  in  the  county  and  the  total 
number  of  days'  attendance  of  all  pupils  in  the  county,  the  number  of  teachers 
employed  for  the  full  term,  and  the  number  for  half  terms,  and  the  number  whose 
salary  is  one  thousand  dollars  or  more  per  year,  and  such  other  information  as  the 
state  superintendent  may  require.  Any  district  clerk,  county  clerk,  or  teacher,  who 
shall  knowingly  furnish  any  false  information  in  such  reports,  or  neglect  or  refuse 
to  make  aforesaid  report  shall  be  deemed  guilty  of  a  misdemeanor  and  punishable 
by  a  fine  not  exceeding  five  hundred  dollars  or  imprisonment  in  the  county  jail  for 
a  term  not  exceeding  six  months  or  by  both  such  fine  and  imprisonment. 


V.   COURSES  OF  STUDY  AND  TEXTBOOKS 

I.  The  Development  of  the  Course  of  Study  Idea. 

A.  Historical  stages  in  development. 

B.  Factors  which  have  determined  course  of  study  changes. 

C.  Present  status  of  course  of  study  idea  in  United  States. 

D.  Course  of  study  and  curriculum. 

II.   The  State  and  Courses  of  Study. 

A.  Reasons  for  the  state's  responsibility  in  courses  of  study. 

B.  Limitations  to  state's  control  of  courses  of  study. 
I.   County's  responsibility  for  courses  of  study. 

C.  Form  of  courses  of  study. 

D.  Content  of  courses  of  study. 

III.  Courses  of  Study  and  School  Divisions. 

A.  The  function  of  courses  of  study  for  the  several  school  divisions. 

B.  Differences  in  form  and  content  for  different  divisions. 

IV.  Courses  of  Study  and  the  Subject  Matter  of  Instruction. 

A.  Relation  to  minimum  essentials. 

1.  Determination  of  minimum  essentials. 

a.  Underlying  theories. 

b.  Work  that  has  been  done, 
r.    Studies  yet  to  be  made. 

2.  Determination  of  order  of  presentation. 

3.  Determination  of  method  of  presentation. 

B.  Relation  to  community  needs. 

V.  Courses  of  Study  and  Textbooks. 

A.  Methods  of  selecting  textbooks. 

1.  By  whom  it  .should  be  done. 

2.  When  should  selections  be  made? 

B.  Methods  of  providing  textbooks. 

1.  By  whom  should  textbooks  be  provided? 
a.   Free  textbooks. 

(1)  By  whom  furnished? 

(2)  For  what  divisions? 

2.  State  publication  of  textbooks. 

a.  Preparation  of  special  books  for  state. 

b.  Use  of  rented  plates. 

c.  Present  status  of  state  publication. 

d.  Argument  for  and  against. 


46  COURSES  OF  STUDY  AND  TEXTBOOKS 

BIBLIOGRAPHY 

1.  Hobbitt,  Franklin.     The  Curriculum.     Houghton  Mifflin  Co.     Boston  1918. 

2.  Bonser,  F.  G.  The  Elementary  School  Curriculum.  Macmillan  Co.  New 
York  1 92 1. 

3.  Brown,  J.  F.     Slate  Publication  of  School  Books.     Macmillan  Co.     New  York 

1915- 

4.  Cubberley,  E.  P.     State  and  County  Educational  Reorganization,     p.  12. 

5.  Cubberley,  E.  P.  and  Elliott,  E.  C.     Source  Book.     Div.  iii  and  Chap.  xxi. 

6.  Dexter,  Edwin  Grant.  History  of  Education  in  the  United  States.  Chap,  xi 
and  XII.    Macmillan  Co.     New  York  1904. 

7.  Monroe,  Paul.     Cyclopedia  of  Education.     Topic:  "Course  of  Study." 

8.  Webster,  W.  C.  Recent  Centralizing  Tendencies  in  State  Educational  Adminis- 
tration.    Chap.  VI. 

9.  14th,  15th,  i6th,  and  19th  {Parts  I)  and  i8th  {Part  II)  Yearbooks  of  the  National 
Society  for  the  Study  of  Education.  Public  School  Publishing  Co.  Blooming- 
ton,  Ilk 


COURSES  OF  STUDY  AND  TEXTBOOKS  47 

PROBLEM 

Criticise  each  of  the  seventh  grade  courses  of  study  in  geography  copied 
below  as  to  (l)  content;  (2)  arrangement;  (3)  adaptability;  (4)  constructive 
helpfulness;  (5)  teacher  limitation.  Make  proposals  for  any  changes  you 
would  recommend. 

Example  I 
Grade  \ll  B  Summary  of  Topics 

Special  World  General 

Asia,  Africa,  Australia  Peoples  Migrations  of  peoples 

Asia,  Africa,  and  Australia  will  be  studied  physiographically,  followed  by 
accounts  of  commerce,  governments,  religions,  and  other  general  social  institu- 
tions. Develop  characteristics  of  the  peoples,  their  industries,  customs,  costumes, 
etc.   Maps  of  each  continent  may  be  drawn,  showing  all  the  great  general  features. 

Trace  the  migrations  of  peoples,  animals,  plants,  industries,  throughout  the 
world,  and  effects  upon  their  development.  Develop  these  matters  particularly  in 
relation  to  the  United  States. 

Natural  Advance  Geography,  pp.  135-153,  57,  100,  105-108,  115-117,  135-136, 
146. 

Frye's  Grammar  School  Geography,  pp.  20-23,  33-60,  161-189. 

Grade  VII  A  Summary  of  Topics 

Special  World  General 

South  America,  North  Teutonic  and  Latin  Migrations  of  ideas 

America  (except  U.  S.)  Races 

South  America  in  detail  and  North  America  in  detail,  except  the  United  States, 
will  be  presented  physiographically,  followed  by  accounts  of  commerce,  govern- 
ment, religion,  and  other  general  social  institutions.  Develop  European  relations, 
political  and  commercial.  Emphasize  Argentine,  Chile,  Mexico,  and  Canada, 
proceeding  in  this  order.  Discuss  characteristics  of  the  Latin  peoples,  their 
industries,  customs,  etc.  Maps  may  be  drawn  showing  all  the  great  general 
features. 

Trace  the  migrations  of  institutions,  customs,  ideas,  throughout  the  world. 
Show  the  Hispano-Latin  origin  of  South  American  institutions  as  compared 
with  the  Anglo-Teutonic  origin  of  those  of  our  own  country.  Compare  the 
republics  of  Latin  America  with  those  elsewhere. 

Natural  Advance  Geography,  pp.  103-111,  93-100,  28-43. 

Frye's  Grammar  School  Geography,  pp.  17-19,  33-60  (for  reference),  61-144 
(omitting  parts  referring  to  the  United  States  in  detail). 

Example  II.     Grade  VII 

Approximate  amount  of  time  assigned  to  topics.  Figures  indicate  weeks:  United 
States,  10;  Europe,  24;  British  Isles,  3;  Holland,  2;  Belgium,  i;  France,  2;  Spain 
and  Portugal,  i ;  Switzerland,  2;  Germany,  3;  Italy,  2;  Russia,  2;  .Austria-Hungary, 
2;  Balkan  Peninsula,  2;  Norway,  Sweden,  Denmark,  2. 

UNITED  STATES 

Make  the  study  largely  causal.  Group  the  study  around  live  problems  whenever 
possible.    Develop  the  reasons  for  growth  of  cities,  the  occupations,  the  products. 


48  coiRSF.s  or  study  and  textbooks 

through  careful  study  of  climatic  and  surface  conditions.    Study    the  political 
divisions  ami  in  connection  with  history  show  reasons  for  the  same. 

There  should  be  formal  drill  to  fix  the  names  of  states,  principal  cities,  leading 
occupations  and  products. 

Problems 

1.  Nnc  England.  Why  is  it  a  manufacturing  and  commercial  section  instead  of 
agricultural?  Why  are  the  farms  so  small?  Why  has  Boston  a  favorable  posi- 
tion? What  factors  have  led  to  the  growth  of  cities?  Why  do  many  people 
spend  their  summers  in  Maine,  New  Hampshire,  and  Vermont? 

2.  Middle  Atlantic  States.  W'hy  has  New  York  grown?  Why  has  the  manufac- 
turing of  iron  and  steel  developed  to  such  an  extent?  What  natural  factors 
attract  foreigners  to  these  states?    Why  is  agriculture  not  highly  developed? 

3.  Southern  Stales.  How  are  the  people  of  the  New  England  and  Middle  Atlantic 
States  dependent  upon  the  Southern  States?  Why  are  the  Southern  States 
engaged  in  agriculture?  What  factors  have  led  to  the  growth  of  cities?  Why 
is  not  New  Orleans  as  large  as  New  York? 

4.  The  Central  States.  What  have  the  rivers  and  lakes  done  for  these  states? 
Why  is  Chicago  growing?  On  what  has  the  development  of  these  states 
depended? 

5.  The  Plateau  States.  Why  are  there  so  few  people  in  this  section?  What  might 
be  done  and  is  being  done  in  these  states  to  develop  the  country?  For  what 
do  tourists  visit  these  states? 

6.  The  Pacific  States.  What  has  led  to  the  growth  of  cities  in  these  states?  Why 
do  people  go  to  these  states?  Why  is  San  Francisco  an  indispensable  city? 
Compare  San  Francisco  with  New  York.  Why  is  fruit  raising  an  important 
industry? 

Important  Facts 

Note.    Under  this  head  is  a  suggestive  list  of  the  important  physical  facts  which 
the  children  should  know  about  each  of  the  sections  included  in  the  problems. 


General  scheme  of  approach — It  shall  be  the  aim  to  work  from  the  causal 
side  so  far  as  possible,  determining  the  occupations  and  habits  of  the  people, 
the  products  of  the  country,  the  reasons  for  the  location  and  growth  of  cities,  and 
the  reasons  for  the  study  of  climatic  and  physiographic  conditions.  Wherever 
possible  a  live  problem  shall  be  presented  to  the  class,  the  solution  of  which  shall 
bring  out  the  important  features  in  the  geography  of  the  country  being  studied. 
A  formal  drill  should  be  given  upon  the  facts  concerning  location,  surface  features, 
cities,  occupations,  and  products  which  the  student  will  be  expected  to  know 
about  any  country.    Correlate  with  history  to  clarify  and  illumine  geography. 

Problems 

1.  British  Isles.  Would  people  from  "Old"  England  feel  at  home  in  New  England? 
What  has  led  to  the  growth  of  Great  Britain?  How  has  England  held  her 
colonies?   Why  has  London  grown  to  be  next  to  the  largest  city  in  the  world? 

2.  Holland  (The  Netherlands) .  A  large  part  of  Holland  is  below  sea-level.  How 
do  more  than  five  million  people  manage  to  live  there? 

3.  Belgium.  Bring  out  the  points  of  likeness  and  diflFerence  in  Holland  and 
Belgium. 


COURSES  OF  STUDY  AND  TEXTBOOKS  49 

4.  France.  Why  do  Americans  go  to  France?  France  is  farther  north  than  New 
York.  How  can  she  raise  silk  worms  and  tropical  fruits?  Why  has  France 
so  few  sea-ports?  Rainfall  is  very  evenly  distributed  over  France.  W'hy? 
Why  has  France  become  a  great  nation? 

5.  Spain  and  Portugal.  Why  has  Spain  declined  in  power?  What  natural  factors 
favor  her  growth  and  what  hinder?  Why  has  Spain  so  few  cities?  What 
might  be  done  in  the  peninsula  to  make  it  a  better  and  more  profitable  place 
in  which  to  live? 

6.  Switzerland.  How  can  three  million  people  live  in  Switzerland?  What  fac- 
tors have  favored  the  growth  and  development  of  the  country? 

7.  Germany.  Why  do  Germans  leave  home?  Why  do  Americans  go  to  G.;r- 
many?  Why  does  Germany  maintain  such  a  large  army?  Why  has  Germany 
so  many  cities? 

8.  Italy.  Why  is  the  location  favorable?  How  can  tropical  fruits,  silk  worms, 
etc.,  be  raised  so  far  north?  What  difference  would  it  make  in  Italy  if  the  Alps 
were  a  low  plain?    W^hy  do  Italians  leave  Italy? 

9.  Austria-Hungary.  Why  are  there  great  extremes  in  temperature  in  the 
country?  Why  are  there  people  of  widely  differing  customs?  Why  so  few 
cities?   What  does  the  Danube  do  for  the  country? 

10.  Balkan  Peninsula.  Why  is  it  an  important  position?  Why  are  the  people  of 
mixed  races?  What  value  is  the  Danube  to  the  Balkan  states?  Why  are 
there  few  cities?  Why  do  many  people  visit  there?  What  is  the  importance 
of  the  location  of  Constantinople? 

11.  Norivay,  Sweden,  and  Denmark.  The  countries  have  few  inhabitants.  Why? 
They  have  preserved  their  independence.  How?  The  people  are  united. 
Why?  Why  do  other  nations  covet  them?  On  what  do  two  million  people 
depend  for  a  living?    Why  do  tourists  visit  there?    Why  so  few  cities? 

12.  Russia.  Why  is  Russia  not  the  leading  country  in  Europe  since  it  is  so  large? 
Why  so  many  climates?  Why  are  Russia's  rivers  so  valuable?  Why  has 
Russia  few  sea-ports?  What  factors  should  make  her  a  great  nation?  Make 
frequent  use  of  pictures  and  supplementary  reading  in  the  whole  study. 

Important  Facts 

Note.  Under  this  head  is  a  suggestive  list  of  the  important  physical  facts 
which  the  children  should  know  about  each  of  the  sections  included  in  the  prob- 
lems. 

Bibliography 

1.  Textbooks:      Brigham  &   MacFarlane   Geographies;  Tarr  and   McMurry's 

Series;  Dodge's  Advanced  Geography. 

2.  References:    Carpenter's    Readers;     Longman's   Atlas;    Rupert's    Readers; 

Frey's  Atlas;  King's  Readers;  Black's  Readers;  Land  of  Pluck,  Our  Euro- 
pean Neighbors — Higgins;  The  -Story  of  Nations — Putnam;  Descriptive  (Geog- 
raphy— Herbertson;  Stoddard's  Travels,  The  Boy  Travellers — Knox;  Around 
the  World  With  Eyes  Wide  Open — Tupper;  Travels  —Burton  Holmes. 


VI  A.   TEACHERS— PREPARATION 


I.   TiiK  Dfcvki.opmkxt  of  Teacher  Training. 
A.    Ill  Kuropc — men  and  societies  contributing, 
li.    In  United  States — early  sponsors  and  causes  of  growth. 

C.  Present  status  of  teacher  training  in  United  States. 

D.  State's  responsibility  for  teacher  training. 

1.  Relation  to  city  training  schools. 

2.  To  private  normal  schools. 

1 1 .   Forms  of  Teacher  Training  in  United  States. 

A.  On  college  or  university  level.  "^ 

1.  Extent  of  provision. 

2.  Special  teacher  training  college. 

3.  Relation  to  other  schools. 

4.  Present  tendency. 

B.  On  normal  school  level  (2  and  3  year  course).    '-^  ? 
T .    Public  and  private. 

2.  Enrolment. 

3.  Function  of  these  schools. 

4.  Amount  of  specialization. 

5.  Present  tendencies. 

C.  On  secondary  level  (not  over  i  year  beyond  high  school). 
I.    Extent.     2.    Different  methods.     3.    Present  tendency. 

III.  The  Content  of  Teacher  Training  Courses. 

A.  Current  practice  and  reasons  for  it. 

B.  Theprinciplesgoverning  content  of  teachertraining  courses  involving 

1.  Responsibility  for  subject  matter  to  be  taught. 

2.  Responsibility  for  general  instruction  in  educational  science. 

3.  Relation  of  theor\'  and  practice. 

4.  Differentiation  for  diff^erent  divisions  and  subjects. 

5.  Responsibility  for  giving  professional  outlook. 

C.  Eff'ect  of  length  of  course  upon  content. 

IV.  Elements  Affecting  the  Training  of  Teachers  in  United  States. 

A.  Economic. 

I.   The  salary  situation.     2.    Tenure.     3.    Pensions. 

B.  Social. 

I.    Public  esteem  and  prestige.     2.  Teacher  castes. 
3.    Extra  school  responsibilities. 


TEACHERS — PREPARATION  5 1 

C.  Educational. 

I.   Time  required.     2.    Measurement  of  results. 

D.  Increased  public  interest  and  information. 

BIBLIOGRAPHY 

1.  Bagley,   W.    C.     The  Professional  Preparation   of   Teachers.     Chap,   iii,   v 
and  VII.      Carnegie  Foundation.     New  York  1920. 

2.  Coffman,  L.  D.     The  Social  Composition  of  the  Teaching  Population.     Teach- 
ers College.    New  York  191 1. 

3.  Colgrove,  C.  P.     The  Teacher  and  the  School.     Chap.  11.     Chas.  Scribner's 
Sons.    New  York  1910. 

4.  Cubberley,  E.  P.     State  and  County  Educational  Reorganization.     Chap.  xii. 

5.  Cubberley,  E.  P.     Public  Education  in  the  United  States.     Chap,  ix  and  x. 

6.  Cubberley,  E.  P.  and  Elliott,  E.  C.     Source  Book.     Chap.  xxii. 

7.  Dutton,  S.  T.  and  Snedden,  David.     Administration  of  Public  Education  iti 
the  United  States.     Chap.  xxi. 

8.  Foght,  H.  W.     Rural  Teacher  Preparation.     U.  S.  Bureau  of  Education,  Bui. 
No.  31,  1917. 

9.  Gordy,  J.  P.     Rise  and  Growth  of  the  Normal  School  Idea  in  the  United  States. 
U.  S.  Bureau  of  Education,  Circular  of  Information,  1897. 

10.  Judd,  C.  H.  and  Parker,  S.  C.     Problems  Involved  in  Standardizing  State 
Normal  Schools.     U.  S.  Bureau  of  Education,  Bui.  No.  12,  1916. 

11.  Monroe,  Paul.     Cyclopedia  of  Education.     See  "Pestalozzi,"  "Normal  School," 
"Horace  Mann,"  "F.  W.  Parker,"  etc. 

12.  Parker,   S.   C.     History  of  Modern  Elementary  Education.     Chap,   xill   to 
XVIII  inclusive. 

13.  School  and  Society.     "Professional  Training  of  Teachers."    Vol.  10,  pp.  73-74 
(July  19,  1919). 

14.  Sears,  J.  B.     Classroom  Organization  and  Control.     Chap.  xvii.     Houghton 
Mifflin  Co.  (Riverside  Textbook  Series).    Boston  1918. 


TEACHHRS — PRKrARATlOX 


PROBLEM 


Criticise  the  following  course  of  study  of  a  two-year  normal  course  as  to 
(t)  subjects  included;  (2)  amount  of  time  given  to  each;  (3)  sequence;  (4) 
attractiveness  to  prospective  students;  (5)  opiH)rtunity  for  professional 
growth;  (tn)  kind  of  product  probabh'  produced. 


First  Year 


Second  Year 


1st  semester 

2nd  semester 

1st  semester 

2nd  semester 

Introiiuction  to 
Education 

Genera!  Psychology 

and  Observation 

of  Teaching 

Rural  Problems  or 

History  of 

Education  or 

Supervision 

Class  Management 

and   Professional 

Ethics 

Economics  and 
Sociology 

Civics  and 
State  System 

Methods  in   His- 
tory or  Geography 

Practice  Teaching 

in  City  or  Rural 

School 

Modern  Literature 

and    Methods   in 

Teaching 

Review  of 
Grammar 

Methods  in   Lan- 
guage or  Grammar 

Dramatization  and 
Story  Telling  or 
Oral   Expression 

Physiology    and 

Educational 

H>giene 

Review  of 
Arithmetic 

Methods  in 

Arithmetic  or 

Geography 

Agriculture  or 
Nature  Study 

Library  Methods 

Music  or  Drawing 
or  Domestic  Art 

Music  or  Drawing 
or  Domestic  Art 

Music  or  Drawing 
or  Domestic  Art 

Note.   All  above  classes  meet  five  (s)  times  a  week.    Compulsory  gymnasium.    Optional  extra 
work  for  credit  In  Folk  Dancing,  Play  Supervision,  Chorus,  Glee  Club,  Orchestra. 


VI  B.   TEACHERS— CERTIFICATION 

I.  The  History  of  Teacher  Certification. 

A.  Var>'ing  reasons  why  teachers  have  been  certificated. 

B.  Development  of  certification  in  United  States. 

C.  Present  practices  in  different  states. 

I.     By  whom  issued.     2.  Where  vaUd.     3.  Hcw^  obtainel. 
4.  Variety  of  forms.     5.    Repeal. 

II.   Principles  Governing  the  Certification  of  Teachers. 

A.  The  state's  responsibility  for  certification. 

1.  Relation  to  other  certificating  agencies. 

2.  Standardization  and  interstate  validity. 

3.  Relation  of  employing  and  certificating  powers. 

B.  The  purpose  and  function  of  certificates. 

1.  Relation  to  welfare  of  schools  and  society. 

2.  Evidence  of 

a.    Preparation,     b.    Experience,     c.    Success. 

3.  Relation  to  particular  kind  of  work  to  be  done. 

C.  Determining  elements  in  granting  certificates. 

1.  General  system  of  certification  used. 

a.   Values  of  "vertical,"  "horizontal,"  and  other  systems. 

2.  Preparation. 

a.  Amount  for  various  grades  of  certificate. 

b.  Where  received.  ^ 

c.  When  received. 

3.  Examination. 

a.    Form.     b.    Content,     c.   When  desirable. 

4.  Fees  and  registrations. 

5.  Validity  and  duration  of  various  forms. 

6.  Renewal  and  revocation  of  certificates. 

D.  Means  of  enforcing  certification  law. 

1.  Relation  to  minimum  salary  law. 

2.  Relation  to  state  supervision  and  standardization. 

3.  Relation  to  teacher  supply  and  training  facilities. 

III.  A  Comprehensive  State  System  of  Certification. 

A.  Method  of  securing  such  a  system. 

B.  Extent. 

I.    Number  of  forms.     2.    l*ri'rc(niisiles  of  each. 

C.  Certificates  as  incentives  to  and  i-N-idences  ot   ])rofcssi()nal   growth. 


54  TKACHERS CERTIFICATIOX 

BIBLIOGRAPHY 

I.    Cubbcrley,  E.  P.     State  and  County  Educational  Reorganisation.     Chap.  xiii. 
J.    Cubberlcy,  E.  P.  ami  Elliott,  E.  C.     Source  Book.     Chap,  xxiii. 

3.  Hollister,  H.  A.     The  Administration  of  Education  in  a  Democracy.     Chap.  x. 
Chas.  Scribner's  Sons.     New  York  19 14. 

4.  Public  Education  in  Delaware  (survey).   Chap,  vi  and  xi. 

5.  Updegraff,    H.   C.     Teachers'    Certificates   Issued  under  General  State  Laws. 
U.S.  Bureau  of  Education,  Bui.  No.  18,  191 1. 

6.  U.  S.  Bureau  of  Education,    An  Educational  Study  of  Alabama.    U.  S.  Bur.  of 
Education.    Bui.  No.  41,  1919.    Chap.  xvni. 

7.  U.  S.  Bureau  of  Education.     The  Educational  System  of  South  Dakota.   IJ.  S. 
Bur.  of  Education.    Bui.  No.  31,  1918.     Chap.  xvii. 

8.  Virginia  Public  Schools — a  Survey.     Chap.  ix. 


TEACHERS — CERTIFICATION  55 

PROBLEM 

Summary  of  Provisions  in  the  Delaware  School  Code  Relating  to  the 
Certification  of  Teachers.   This  Code  was  Approved,  April  14,  1919 

Section  169.  The  examination  and  certification  of  teachers  shall  be  a  state 
function  after  July  i,  1920.  Questions  shall  be  prepared  and  papers  graded  by, 
or  under  the  direction  of,  the  State  Commissioner  of  Education. 

Section  ijo.  No  person  shall  be  employed  as  county  superintendent  of  a 
special  school  district,  assistant  superintendent,  supervisor,  principal  or  teacher 
unless  such  person  shall  hold  a  certificate  issued  by  the  State  Board  of  Education 
of  the  kind  and  grade  required  for  the  position.  Old  certificates  in  force  at  the  time 
this  section  goes  into  effect,  shall  be  exchanged  for  new  ones  of  equal  time  and 
validity. 

Section  171.     The  following  certificates  shall  hereafter  be  granted: 

1.  A  certificate  in  administration  and  supervision,  valid  for  three  years,  renew- 
able for  three  year  periods  on  evidence  of  successful  experience  and  professional 
spirit,  to  graduates  of  a  standard  college  or  university,  who  have  had  one  year  of 
postgraduate  work  in  a  recognized  university,  including  public  school  administra- 
tion, supervision  and  method  of  teaching,  and  who  have  had  five  years'  experience 
as  administrator  or  teacher. 

2.  A  certificate  in  elementary  school  supervision,  issued  and  renewed  as  in 
(i)  to  teachers  who  have  had  two  years  in  a  standard  normal  school  and  two  years 
in  college,  or  four  years  in  a  standard  college  or  normal  school  with  special  profes- 
sional preparation  for  elementary  supervision  and  three  years'  experience  in  ele- 
mentary schools  as  supervisor  or  teacher. 

3.  A  special  certificate  in  supervision,  issued  and  renewed  as  in  (i)  required  of 
special  supervisors  in  physical  training,  music,  fine  and  applied  arts,  manual  and 
industrial  training,  agriculture,  etc.,  to  teachers  who  have  had  four  years  of 
training  of  college  grade  with  specialization  in  the  branch  or  branches  to  be  taught, 
including  the  art  of  supervising  and  teaching,  and  who  have  had  three  years'  experi- 
ence as  a  teacher  or  supervisor  of  their  specialty. 

4.  A  superintendent  of  schools'  certificate  valid  also  as  a  high  school  principal's 
certificate  is  issued  on  the  basis  of  the  same  qualifications  as  in  (i)  except  that  the 
professional  courses  must  be  in  elementary  and  high  school  methods,  supervision 
and  administration. 

5.  A  high  school  principal's  certificate,  valid  also  in  second  class  state  aided 
high  schools,  is  issued  on  the  same  terms  as  in  (i)  except  that  the  professional 
work  must  be  in  high  school  methods,  supervision  and  administration  and  two 
years'  experience  as  a  principal  or  teacher  is  required. 

6.  A  high  and  elementary  school  principal's  certificate,  required  in  all  State 
aided  high  schools  and  in  all  schools  rated  as  high  schools  by  the  Commissioner  of 
Education,  issued  and  renewed  as  in  (i)  on  the  basis  of  four  years  of  college  work 
with  special  professional  training  and  one  year  of  experience. 

7.  A  high  school  teacher's  certificate  in  the  regular  academic  studies  issued  and 
renewed  as  in  (i)  to  four  year  college  graduates  who  pursued  continuously  for  two 
years  during  their  college  course  at  least  two  high  school  subjects  and  who  have 
had  work  in  aims  and  methods  of  secondary  education  and  practice  teaching. 

8.  A  high  school  teacher's  certificate  in  the  special  branches  of  music,  manual 
or  industrial  training,  household  arts,  fine  or  applied  arts,  commercial  branches. 


56  TEACHERS — CER  riFIC  \TI()\ 

physical  traiiiing,  agriculture,  etc.,  issued  ami  renewed  as  in  (i)  to  persons  who 
have  had  four  years  of  work  of  college  grade,  and  who  have  specialized  in  the 
branch  or  branches  for  which  the  certificate  is  issued,  including  the  art  of  teacliing 
their  particular  specialty. 

9.  An  elementary  school  principal's  certificate  issued  and  renewed  as  in  (l)  re- 
quired in  all  elementary  schools  having  three  or  more  teachers  including  the  prin- 
cipal, may  be  issuetl  to  persons  who  have  completed  a  two  year  normal  school 
course  and  have  had  in  addition  not  less  than  one  half  year  of  college  or  university 
work  in  elementary  school  methods,  supervision  and  administration,  and  who 
have  had  three  years'  teaching  experience. 

10.  An  elementary  school  teacher's  certificate  of  the  first  grade  issued  and 
renewed  as  in  (i)  required  in  the  elementary  schools  of  all  special  school  districts, 
may  be  issued  to  all  persons  who  have  completed  a  two  year  elementary  profes- 
sional course  in  a  standard  college,  normal  school  or  university.  A  like  certificate 
valid  in  the  kindergarten  and  first  three  primary  grades  may  be  issued  to  persons 
of  similar  training  whose  professional  training  has  been  in  kindergarten  and  pri- 
mary methods.  Elementary  school  teachers'  certificates  of  no  other  grade  may  he 
issued  after  July  i,  1935. 

11.  An  elementary  teacher's  certificate  of  the  second  grade,  valid  for  two  years 
in  the  elementary  schools  of  the  state  except  in  special  school  districts,  may  be 
issued  to  graduates  of  high  schools  having  a  four  year  course,  or  the  equivalent, 
on  examination  in  the  common  branches,  history  of  Delaware,  community  civics, 
elementary  science,  hygiene  and  sanitation,  music,  drawing,  handwork,  physical 
training,  the  theory  and  practice  of  teaching  and  such  other  subjects  as  the  State 
Board  of  Education  may  require.  The  applicant  must  have  had  at  least  six  weeks 
of  professional  preparation  in  a  standard  institution  and  must  have  reached  the 
age  of  20.  This  certificate  is  not  renewed  on  the  basis  of  examination  but  on  the 
basis  of  additional  preparation  and  successful  experience.  This  certificate  will  not 
be  issued  after  July  i,  IQ35. 

12.  An  elementary  school  teacher's  certificate  of  the  third  grade,  valid  as  in 
(11)  may  be  issued  to  persons  having  less  than  a  four  year  high  school  course  on 
the  conditions  stated  in  (11).  It  is  valid  for  one  year,  may  not  be  issued  a  second 
time  to  the  same  person  on  examination,  and  may  be  renewed  on  the  basis  of 
additional  preparation  and  successful  experience.  Elementary  certificates  of  this 
grade  will  not  be  issued  after  July  i,  1930. 

13.  Special  certificates  of  the  second  and  third  grades  may  be  issued  by  county 
superintendents  valid  until  the  next  State  examination.  The  State  Board  of  Edu- 
cation, in  cooperation  with  the  Federal  Board  of  Vocational  Education  shall  fix 
the  standards  for  the  certification  of  teachers  in  vocational  schools  and  classes 
receiving  federal  aid. 

Section  172.  A  teacher  may  be  suspended  by  a  county  or  special  district  board 
of  education  on  the  recommendation  of  its  superintendent  of  schools,  for  immor- 
ality, misconduct  in  office,  incompetency,  or  wilful  neglect  of  duty,  and  the  cer- 
tificate may  be  revoked  by  the  State  Board  of  Education  after  a  hearing  of  the 
case. 

Section  173.  The  State  Commissioner  of  Education  shall  keep  a  complete  rec- 
ord of  the  academic  preparation,  professional  training  and  teaching  experience  of 
each  person  certificated,  shall  keep  a  complete  record  and  file  of  all  certificates  in 
force.  He  shall  make  known  to  county  superintendents  and  to  superintendents  of 
special  school  districts  the  names  of  teachers  holding  certificates  who  are  uneni- 


TEACHERS CERTIFICATION  57 

ployed,  and  no  provisional  certificates  shall  be  issued  when  it  is  possible  to  employ 
a  teacher  holding  a  regular  certificate.  In  employing  elementary  teachers  prece- 
dence shall  be  given  to  those  teachers  holding  the  higher  grades  of  certificates. 

Section  174.  Principals'  and  teachers'  certificates  shall  be  of  two  classes:  first 
and  second.  When  issued  by  the  State  Board  of  Education  they  shall  be  of  the 
second  class.  These  certificates  are  then  subject  to  classification  by  county  and 
special  district  superintendents  not  less  than  once  every  two  years.  The  basis  of 
classification  shall  be:  a  scholarship;  i  executive  ability;  c  personality;  and  d 
teaching  power.  Classifications  shall  be  reported  to  the  local  board  and  the  State 
Commissioner  of  Education  on  or  before  the  first  day  of  October  of  each  year. 

In  Article  9  of  the  Delaware  Code  a  minimum  salary  is  established  for  each  grade 
of  certificate.    These  minima  are  as  follows: 

Provisional  Third  Grade $400.00 

Provisional  Second  Grade 450.00 

Third  Grade 500.00 

Second  Grade 600.00 

First  Grade 750.00 

Elementary  Principal's  Certificate 950.00 

High  School  Teacher's 800.00 

High  and  Elementary  School  Principal's 1,000.00 

High  School  Principal's 1,200.00 

Superintendent  of  Schools 1,600.00 

These  minima  increase  for  additional  successful  experience. 

QUESTIONS 

1 .  Criticise  this  law  relative  to  a  standards  set ;  b  practicability ;  c  enforce- 
ment; d  effect  on  profession.   Justify  your  criticism  in  each  case. 

2.  How  much  of  this  law  is  general  enough  to  be  adopted  in  other  states? 
What  states  have  conditions  w'hich  would  prevent  the  success  of  such  a 
law? 

3.  What  efifect  would  the  enforcement  of  this  law-  have  upon  the  relation  of 
the  state  to  the  normal  and  higher  schools? 

4.  What  plan  would  you  propose  for  interstate  recognition  of  certificates? 

5.  A  recent  school  survey  of  the  state  of  Virginia  shows  that  less  than  one- 
half  of  the  teachers  of  that  state  have  received  the  equivalent  of  a  high 
school  education  and  that  more  than  one-half  are  without  any  real  pro- 
fessional training.  On  the  basis  of  these  facts  would  you  consider  it 
possible  to  apply  at  once  the  provisions  of  the  Delaware  certification  law 
in  Virginia? 

6.  Criticise  the  following  statement  which  appeared  in  the  Alabama  State 
Survey  (page  341):  "Paradoxical  as  it  may  seem  at  first  thought,  the 
remedy  for  an  ample  supply  of  well  prepared  teachers  should  be  sought 
in  gradually  increased  professional  reciuirenicnts  of  all  teachers." 


VI  C.   TEACHERS— SALARY,  TENURE,  AND  PENSION 

I.   The  State  and  Teachers'  Salaries. 

A.  Relation  of  salaries  paid  to  state  system  of  education. 

1.  Supply  of  teachers. 

2.  Preparation  of  teachers. 

3.  Efficiency  of  schools. 

B.  What  state  can  do  in  salary'  control. 

1.  Schedules  for  cities  and  counties. 

2.  Form  in  which  schedules  are  put. 

a.   Minimal  salaries,     b.    Increases,     c.   Maximal  salaries. 

3.  Flexibility  and  local  adjustments. 

C.  Elements  which  should  govern  salary  control  by  a  state. 
I.   Economic.     2.   Educational.     3.   Social. 

D.  State  inequalities  and  Federal  aid. 

II.  The  State  and  Te.\cher  Tenure. 

A.  Present  situation  in  state  legislation  on  tenure. 

B.  Elements  of  tenure  subject  to  state  control. 

1.  Relation  to  certificate. 

2.  Probationary-  period. 

3.  Method  of  determining  success. 

4.  Degree  of  permanency  in  tenure. 

5.  Method  of  removing  teacher. 

C.  Function  of  tenure  laws. 

I.   Advantages.     Disadvantages.     3.    Proposed  solutions. 

III.  The  State  and  Teachers'  Retirement  Funds. 

A.  Economic  reasons  for  state  pension  laws. 

B.  Present  status  of  teacher  pensions  in  the  United  States. 

C.  Various  methods  of  pensioning  teachers. 
I.   Success  of  each  method  tried. 

D.  Principles  involved  in  establishing  teacher  retirement  funds. 

1.  How  and  by  whom  is  the  fund  supported? 

2.  Conditions  determining  beneficiaries. 

3.  Methods  of  control  and  adjustment. 

4.  Conditions  and  methods  of  paying  benefits. 

5.  Determination  of  special  provisions. 

BIBLIOGRAPHY 

I.    Boykin,  J.  C.  and  King,  Roberta.     The  Tangible  Rewards  of  Teaching.     U.S. 
Bureau  of  Education,  Bui.  No.  16,  1914. 


TEACHERS — SALARY,  TENURE,  AND  PENSION  59 

2.  Carnegie    Foundation.     Seventh   and    Fifteenth    Annual   Reports.     Carnegie 
Foundation.     New  York. 

3.  Cubberley,  E.  P.     State  and  County  Educational  Reorganization,     Chap,  xiv 

4.  Cubberley,  E.  P.  and  Elliott,  E.  C.     Source  Book.     Chap.  xxiv. 

5.  Dutton,  S.  T.  and  Snedden,  David.     Administration  of  Public  Education  in 
the  United  States.     Chap.  xv. 

6.  Evenden,  E.  S.     "Essential  Features  of  a  State  Salary  Law."    Educational 
Review,  Vol.  60,  No.  3  (October  1920). 

7.  Evenden,  E.  S.     Teachers'  Salaries  and  Salary  Schedules.     N.  E.  A.    Wash- 
ington, D.  C.    1919. 

8.  Furst,  C.  and  Kandel,  I.     Pensions  for  Public  School  Teachers.     Carnegie 
Foundation  Bui.  No.  12,  1918. 

9.  Houseman,  Ida  E.     A  Teacher's  Version  of  the  Pierson  Law  (New  Jersey). 
Published  by  author.    Hoboken,  N.  J. 

10.  Monroe,   Paul.     Cyclopedia  of  Education.     Topics:     "Salaries,"  "Pensions," 
"Tenure,"  etc. 

11.  Prosser,  C.  A.     The  Teacher  and  Old  Age.     Houghton  Mifflin  Co.   (Riverside 
Textbook  Series).    Boston,  1913. 

12.  Ryan,  W.  C.  and  King,  Roberta.     State  Pension  Systems.     U.  S.  Bureau  of 
Education  Bui.  No.  14,  1916. 

13.  Strayer,  G.  D.  and  Engelhardt,  N.  L.     The  Classroom  Teacher.     Chap.  i. 

Note.   Special  bibliography  on  teachers'  salaries.    U.  S.  Bureau  of  Education.    Library   Leaflet 
No.  8,  December,  1919. 


60  TEACMKRS — SALARY,  TENURE,  AND  PENSION 

PROBLEM  1 

Criticise  tho  fi)lKi\vini;  j^rDX  isioiis  of  the  state  laws  of  Iowa — establishing 
miniiiuim  teachers'  wages  based  on  certificate  held.  What  changes  or  addi- 
tional legislation  would  you  propose  were  you  state  superintendent  in  this 

state? 

School  Laws  of  Iowa — 1919 

Sedion  2j/S-a.  Minimum  teachers'  wage — based  on  certificate  grade.  All 
teachers  in  the  public  schools  of  this  state  shall  be  paid  for  their  services  a  mini- 
mum wage  of  not  less  than  the  amounts  hereinafter  set  forth: 

1.  A  teacher  who  has  completed  a  four-year  college  course  and  received  a  degree 
from  an  approved  college  and  who  is  the  holder  of  a  state  certificate  or  a  state 
diploma  shall  receive  a  minimum  wage  of  one  hundred  dollars  ($100.00)  per  month 
until  a  successful  teaching  experience  of  two  years  in  the  public  schools  shall  have 
been  established.  Thereafter,  the  minimum  wage  shall  be  one  hundred  and 
twenty  dollars  (S120.00)  per  month. 

2.  A  teacher  who  has  completed  a  two-jear  course  in  education  in  a  state 
normal  school  or  other  school  whose  diploma  is  recognized  as  an  equivalent  di- 
ploma by  the  state  board  of  educational  examiners  and  who  shall  be  the  holder 
of  a  state  certificate,  or  who  shall  be  the  holder  of  a  state  certificate  issued  upon 
examination,  shall  receive  a  minimum  wage  of  eighty  dollars  ($80.00)  per  month, 
until  a  successful  teaching  experience  of  two  years  in  the  public  schools  shall  have 
been  established.  Thereafter  the  minimum  wage  shall  be  one  hundred  dollars 
($100.00)  per  month. 

3.  A  teacher  who  has  completed  a  normal  course  in  a  normal  training  high 
school  and  who  has  had  less  than  one  year  of  successful  teaching  experience  shall 
receive  a  minimum  wage  of  sixty-five  dollars  ($65.00)  per  month.  A  teacher  who 
has  completed  a  normal  course  in  a  normal  training  high  school  and  who  shall 
have  had  one  year  of  successful  teaching  experience,  and  a  teacher  holding  a  first 
grade  uniform  county  certificate,  shall  receive  a  minimum  wage  of  seventy-five 
(S75.00)  per  month  until  a  successful  experience  of  two  years  in  the  public  schools 
shall  have  been  established;  thereafter,  the  minimum  wage  shall  be  eighty  dollars 
($80.00)  per  month. 

4.  A  teacher  who  is  the  holder  of  a  second  grade  uniform  county  certificate  shall 
receive  a  minimum  wage  of  sixty  dollars  ($60.00)  per  month  until  a  successful 
experience  of  one  year's  duration  in  the  public  schools  shall  have  been  established. 
Thereafter,  the  minimum  wage  shall  be  sixty-five  ($65.00)  per  month. 

5.  A  teacher  holding  a  third  grade  uniform  county  certificate  shall  receive  a 
minimum  wage  of  fift^'  dollars  ($50.00)  per  month. 

Section  2.  The  holder  of  any  certificate  in  order  to  become  entitled  to  the  in- 
crease in  salary  provided  by  this  act  because  of  successful  teaching  experience 
must  file  with  the  county  superintendent  his  certificate,  also  proofs  of  one  or  two 
years  of  teaching  experience  as  the  law  requires.  If  in  the  opinion  of  the  county 
superintendent  the  proofs  are  satisfactory  he  shall  endorse  such  findings  on  the 
back  of  said  certificate  and  return  the  same  to  the  holder  thereof,  and  any  cer- 
tificate properly  endorsed  by  the  county  superintendent  shall  be  evidence  of 
qualification  for  the  increase  of  salary  provided  by  this  act  for  such  teaching  ex- 
perience (38  G.  A.,  Ch.  351;  35  G.  A.,  ch.  249). 

PROBLEM  2 

The  follow^ing  are  the  provisions  of  the  New-  Hampshire  state  pension  law 
passed  in  191 5. 


TEACHERS — ^SALARY,  TENURE,  AND  PENSION  6l 

1.  Are  any  principles,  as  developed  in  class,  violated? 

2.  Does  it  serve  as  an  inducement  to  enter  teaching? 

3.  Would  you  change  any  part?    What?    Why? 

Section  i.  Any  woman  who,  being  on  the  1st  day  of  September  191 5,  or  there- 
after, of  the  age  of  55  years,  and  who  for  30  years  shall  have  been  employed  as  a 
teacher  in  the  public  schools  of  this  or  some  other  state,  15  years  of  which  employ- 
ment, including  the  10  years  preceding  her  ceasing  to  teach,  shall  have  been  in 
the  schools  of  this  State,  and  who  shall  have  been  retired,  or  shall  voluntarily  have 
retired,  from  active  service,  shall  receive  from  the  State  a  pension  at  the  rate  for 
the  full  year  of  50  per  cent  of  the  average  annual  salary  of  such  teacher  for  the  five 
years  last  preceding  her  ceasing  to  teach. 

Section  2.  Retired  male  teachers  shall  receive  pensions  upon  the  same  terms 
as  those  set  forth  for  women  in  this  act:  provided,  however,  That  any  man,  to  be 
entitled  to  receive  the  full  pension,  must  be  of  the  age  of  60  years  and  must  have 
taught  35  years. 

Section  j.  No  person  shall  receive  a  pension  unless  he  holds  a  State  teacher's 
certificate. 

Section  4.  Any  retired  teacher  of  the  required  age  who  shall  before  ceasing  to 
teach  have  taught  15  years  in  this  State,  including  10  years  immediately  preceding 
such  ceasing  to  teach,  but  shall  not  have  taught  in  all  for  35  years,  in  the  case  of  a 
man,  or  30  years  in  the  case  of  a  woman,  shall  be  entitled  to  such  proportion  of  the 
full  pension  herein  provided  as  the  actual  total  number  of  years  taught  bears  to  35 
in  the  case  of  a  man  or  to  30  in  the  case  of  a  woman. 

Section  5.  Any  teacher  forced  to  retire  because  of  physical  or  mental  disability 
before  reaching  the  age  of  60,  if  a  man,  or  of  55  if  a  woman,  shall,  if  otherwise  en- 
titled to  a  pension  under  the  provisions  of  this  act,  receive  a  pension  based  upon 
the  proportion  of  the  full  pension  which  the  total  number  of  years  taught,  plus  the 
number  of  years  of  enforced  retirement,  bears  to  35  in  the  case  of  a  man,  or  to  30  in 
the  case  of  a  woman,  not  exceeding,  however,  the  full  pension. 

Section  6.  In  computing  the  number  of  years  of  actual  service  of  any  teacher 
before  retirement,  no  deduction  shall  be  made  for  leaves  of  absence  during  sickness 
or  disability,  provided  after  such  sickness  or  disability  the  teacher  resumed  teach- 
ing, but  deduction  shall  be  made  for  the  time  the  teacher  is  engaged  in  some  other 
gainful  occupation. 

Section  7.  The  state  superintendent  of  public  instruction  shall  formulate  rules 
and  regulations  for  carrying  into  effect  the  provisions  of  this  act. 

Section  8.  The  state  superintendent  of  public  instruction  shall  investigate  all 
applications  received  for  a  pension  under  the  provisions  of  this  act  and  shall 
certify  to  the  governor  and  council  the  names  of  the  persons  who  are  entitled  to 
pensions  in  favor  of  said  persons. 

Section  g.  Every  pension  shall  terminate  upon  the  death  of  the  recipient,  and 
the  proportional  part  of  the  pension  due  at  the  time  of  such  death  siiall  lie  [>aid  to 
the  legal  representative  of  the  deceased. 

Section  10.  All  pensions  granted  or  payable  under  the  provisions  of  this  act 
shall  be  and  are  hereby  made  exempt  from  levy  upon  execution  and  from  attach- 
ment upon  trustee  process. 

Section  11.  The  sum  of  $10,000  is  hereby  appropriated  for  the  fiscal  year  end- 
ing August  31,  1916,  to  carry  out  the  provisions  of  this  act. 

Section  12.  This  act  shall  take  effect  upon  its  passage.  Ajjproved  A|)ril  21, 
1915- 


VI.  D.   TEACHERS— TRAINING  IN  SERVICE 

1.   TiiRoii;ii  State  Supervision,  Inspection  and  Standardization. 
A.   \'arioiis  methods  used  and  results  of  each. 
H.    IK)\v  results  are  made  available  to  teachers. 

II.    PiiROUGH  State  and  County  Institutes  and  Teachers'  Meetings. 

A.  Development  of  teachers'  institutes  in  United  States. 
I.    Purpose.     2.    Length.     3.    Instructors. 

4.  By  whom  supported.     5.    Kind  of  work  done. 
6.   Teacher  attendance. 

B.  Principles  governing  usefulness  of  institutes. 

1.  Ways  in  which  the  teachers  are  to  be  benefited. 

2.  Teacher  participation  in  instruction. 

3.  Forms  of  instruction  most  helpful. 
C.   Organization  of  teachers'  institutes. 

I.  Frequency.     2.    Departments. 

3.  Groups  included.     4.   Size. 

5.  Method  of  instruction. 

6.  Specific  problems  and  continuity  of  policy. 

III.  Through  Attendance  at  Summer  Schools. 

A.  Summer  schools  as  means  of  specific  help. 

B.  Systems  of^subsidizing  attendance  at  summer  schools. 

IV.  Through  Correspondence  Work  with  State  Institutions. 

A.  Purpose. 

1.  Additional  preparation. 

2.  Assistance  in  a  particular  subject. 

3.  Guidance  for  any  special  experiment. 

B.  Responsibility  of  state  department. 

V.  Through  Extension  Teaching  from  St.^te  Institutions. 

A.  Regular  and  composite  courses. 

B.  Growth  in  popularity  and  present  tendencies. 

VI.   Through    Departments    of    Educational    Service    and    State 
Supported  Bureaus  of  Research. 

VTI.  Through  Controlled  Courses  in  Professional  Reading. 

A.  Popularity  and  limitations  of  "Reading  Circles." 

B.  Methods  of  encouraging  teachers  to  participate. 


TEACHERS — TRAINING  IN  SERVICE  63 

VIII.  Other  Means  of  Encouraging  Teacher  Growth  by  the  State. 

A.  Scholarship  funds. 

B.  Teacher  loan  funds. 

C.  Helping  teachers. 

D.  Demonstration  teachers. 

E.  Merit  grades. 

F.  Small  group  conferences. 


BIBLIOGRAPHY 

1.  Cubberley,  E.  P.     Slate  and  County  Educational  Reorganization.     Chap.  xv. 

2.  Cubberley,  E.  P.  and  Elliott,  E.  C.     Source  Book.     Chap.  xxv. 

3.  Dutton,  S.  T.  and  Snedden,  David.     Administration  of  Public  Education  in  the 
United  States.     Chap.  xvi. 

4.  Monroe,  Paul.     Cyclopedia  of  Education.     See  "Institutes,"  etc. 

5.  Pittman,   M.  S.     Successful  Teaching  in  Rural  Schools.     Index.     American 
Book  Co.     New  York  1922. 

6.  Ruediger,  W.   C.     Agencies  for  Improvement  of  Teachers  in  Service.     U.  S. 
Bureau  of  Education,  Bui.  No.  3,  1911. 

7.  Sears,  J.  B.     Classroom  Organization  and  Control.     Chap.  XVT. 

8.  Strayer  and  Engelhardt.     Classroom  Teacher.     Chap.  in. 


^4 


TEACHERS — TRAINING  IN  SERVICE 


PROBLEM 

Criticise  the  following  program  for  a  three  day  county  institute.     Prepare 
a  i>rogram  for  such  a  meeting  as  you  would  like  to  have  it. 

THIKSU.W  A.  M. 

9.1X)   Opening  Exercises — In\ocation  A  City  Minister 

9.15    History  Asst.  State  Superintendent 

10.10   Adv.  Dept.  Language  City  Supt.  No.  i 

Elem.  Dcpt.  Language  Round  Table  A  Primary  Teacher 

1 1. 10   Securing  Cooperation  of  School  Patrons  City  Supt.  No.  2 


THURSD.W  p.  M. 

1.30   Opening  Exercises — Group  singing 
1.45   The  Condition  and  Treatment  of  De- 
pendent and  Delinquent  Children 
2.35   Adv.  Dept.  Reading — Round  Table 
Elem.  Dept.  Phonetics  and  Reading 
3.25    Picture  Study 


A  Boys'  and  Girls'  Aid 

Society  Visitor 
City  Supt.  No.  3 
Asst.  St.  Supt. 
Asst.  St.  Supt. 


FRIDAY  A.  M. 

9.00   Opening  Exercises — Invocation 

9.15   Vocational  Guidance 
10.10   Adv.  Dept.  Making  Agriculture  Interest- 
ing Elem.  Dept.  Numbers 
1 1. 10    Individuality  in  the  School  Room 


A  City  Minister 
An  Ed.  Journal  Editor 
An  Ed.  Journal  Editor 
A  Primary  Supervisor 
A  College  Teacher 


FRIDAY  P.  M. 


1.30   Opening  Exercises 
1.45   The  Service  Rendered  by  the  Teacher 
2  35   Adv.  Dept.  Making  Geog.  Interesting 
Elem.  Dept.  Reading 


Local  H.  S.  Glee  Club 
A  College  Teacher 
A  College  Teacher 
A  Primary  Supervisor 


FRIDAY  EVEXINT.  8.00 


Instrumental  Solo 

The  Psychology  of  Failure 

Instrumental  Duet 

Our  Educational  Investment 


A  City  Musician 
A  College  Teacher 
Two  High  School  Girls 
An  Ed.  Journal  Editor 


SATURDAY  A.  M. 


9.00   Opening  Exercises — Invocation 
9.15   The  Test  of  the  Teacher 

10.10   Adv.  Dept.  English  Classes 
Elem.  Dept.  Spelling 

1 1 .  10   Types  of  Teaching 


A  City  Minister 

An  Ed.  Journal  Editor 

Asst.  St.  Supt. 

A  Primary  Supervisor 

A  College  Teacher 


TEACHERS — TRAINING  IN  SERVICE 


65 


SATURDAY  P.  M. 

1.30   Opening  Exercises — Group  Singing 

1 .45    Descriptive  Travel  in  Language  and  Geog. 

2.35   Adv.  Dept.  Adolescence  and  Discipline 

Elem.  Dept. — Activity  and  Primary  Edu- 

tion 
3.25   Athletics,  School  Activities  and  Student 
Organizations 


An  Ed.  Journal  Editor 
A  College  Teacher 

A  Primary  Supervisor 

An  Ed.  Journal  Editor 


Note.    Law  requires  teachers  to  attend  at  least  sLxteen  hours. 


Ml  A.     PI  PILS— SCHOOL  CENSUS  AND  COMPULSORY 
ATTENDANCE 

I.  The  Form  and  Function  of  the  School  Census. 

A.  The  histor>-  of  the  school  census  in  the  United  States. 

1 .  Reasons  for  taking. 

2.  Changes  in  method. 

,V    Present  status  for  country  and  several  states. 

B.  Relation  of  school  census  to  state  education. 
1.    Uses  made  by  state  of  census  facts. 

a.    In  distribution  of  funds. 

h.    In  depicting  the  educational  conditions  of  the  state. 

c.    In  developing  state  programs  of  education. 

C.  Method  of  maintaining  a  state  continuing  census. 

1.  Support. 

2.  Organization  of  staff. 

3.  Facts  obtained. 

4.  Methods  of  recording. 

II.   Compulsory  Attend.\nce  and  St  .ate  Education. 

.A.    Relation  of  compulsory  education  to  public  education. 
I .   Development  of  idea. 

a.   Oppositions,     b.    Early  laws.     c.    Degree  of  enforcement. 

B.  Relation  of  compulsory  education  to  child  labor. 

1.  History  of  child  labor  legislation. 

2.  Determining  factors. 

a.    Industrial,     b.    Educational,     c.    Social. 

3.  Present  status  of  child  labor  laws. 
a.    Extent  of  enforcement. 

C.  State  and  county  organization  of  compulsory  education. 

1.  Legal  standards — length  of  term,  age. 

2.  Officials — number,  qualifications,  salary'. 

3.  Necessary  records — where  and  by  whom  kept. 

4.  Method  of  enforcing — notifications,  reports. 

5.  Penalties — fines,  parental  homes. 

6.  Follow-up  system  for  workers  and  for  industrial  guidance. 

D.  Compulsory  education  and  work  certificates. 

1 .  Conditions  for  granting. 

2.  Constant  oversight. 

3.  State  subsidy  for  homes  where  support  by  children  is  necessary 

E.  Compulsory  education  and  private  and  parochial  schools. 


PUPILS — SCHOOL  CENSUS  AND  COMPULSORY  ATTENDANCE  67 

BIBLIOGRAPHY 

1.  Cubberley,  E.  P.     State  and  County  Eiucationa'  Reorganization.     Chap.  xvi. 

2.  Cubberley,  E.  P.  and  Elliott,  E.  C.     Source  Book.     Chap.  xxvi. 

3.  Dutton,  S.  T.  and  Snedden,  David.  Administration  of  Public  Education  in 
the  United  States.    Chap,  xxvii. 

4.  Monroe,  Paul.     Cyclopedia  of  Education.     Index. 

5.  Nudd,  Howard  \V.  Report  on  Compulsory  Education  in  Philadelphia  and  New 
York  City.  Public  Education  Association  of  the  City  of  New  York.  New 
York  1913. 

6.  U.  S.  Bureau  of  Education.  Compulsory  Attendance.  Bui.  No.  2,  1914.  See 
Bibliography. 


68 


rrrii.s — school  census  and  compulsory  attendance 


PROBLEM    1 


Complete  the  organization  outline  which  is  given  here,  showing  what  you 
consider  the  best  organization  of  the  state  force  for  school  census  and  com- 
pulsory* attendance  between  the  state  department  and  the  pupils. 


state  Board  of  Education 


STATE  C0MMI3S10KER  OF  EDUCATION 


State  De-Dartroent  of  Education                                                             1 

Library 

School 

Rural  Ele- 

Indus- 

Informa- 

Business 

Museum 

Construc- 

mentary 

trial   and 

CHILD 

tion  and 

Legal  and 

and 

tion  and 

Secondary 

Voca- 

WELFARE 

Edi- 

Statis- 

Extension 

Sanita- 

Special 

tional 

^^ 

torial 

tical 

tion 

School  Census 

and  Compulsory 

Attendance 


Pupil  Health 

and  Physical 

Education 


Teachers 
[Regular  &   Special) 


I   Pupils   I 


PUPILS — SCHOOL  CENSUS  AND  COMPULSORY  ATTENDANCE  69 

PROBLEM  2 

What  changes  would  you  recommend  in  the  following  set  of  laws  of  Mas- 
sachusetts governing  "Truant  Schools"  in  order  to  make  these  schools  a  more 
constructive  part  of  the  educational  system  of  the  state? 

Section  i.  The  county  commissioners  of  each  county  shall  maintain  either 
separately  or  jointly  with  the  commissioners  of  other  counties  as  hereafter  pro- 
vided, in  a  suitable  place,  not  at  or  near  a  penal  institution,  a  truant  school  for  the 
instruction  and  training  of  children  committed  thereto  as  habitual  truants,  absen- 
tees, or  school  offenders.  The  county  commissioners  of  two  or  more  counties  may, 
at  the  expense  of  said  counties,  establish  and  maintain  a  union  truant  school 
which  shall  be  organized  and  controlled  by  the  chairman  of  the  count}'  commis- 
sioners of  said  counties. 

Section  2.  County  truant  schools  shall  be  subject  to  visitation  by  the  board 
of  education  and  by  the  State  board  of  charity,  and  said  boards  shall  report  thereon 
annually  to  the  general  court. 

Section  J.  A  child  between  7  and  14  years  of  age  who  willfully  and  habitually 
absents  himself  from  school  contrary  to  the  provisions  of  section  i  of  chapter 
44  shall  be  deemed  to  be  an  habitual  truant,  and  unless  placed  on  probation  as 
provided  in  section  7  of  this  chapter,  may,  upon  complaint  by  a  truant  officer  and 
conviction  thereof,  if  a  boy,  be  committed  to  a  county  truant  school,  and,  if  a  girl, 
to  the  State  industrial  school  for  girls;  but  if  the  girl  is  under  12  years  of  age  she 
shall  be  committed  to  the  custody  of  the  State  board  of  charity,  if  they  so  request, 
for  not  more  than  two  years. 

Section  4.  A  child  between  7  and  16  years  of  age  who  may  be  found  wandering 
about  in  the  streets  or  public  places  of  any  city  or  town,  having  no  lawful  occupa- 
tion, habitually  not  attending  school,  and  growing  up  in  idleness  and  ignorance, 
shall  be  deemed  to  be  an  habitual  absentee,  and,  unless  placed  on  probation  as 
provided  in  section  7,  may,  upon  complaint  .  .  .  (etc. — same  as  for  Section  3). 

Section  5.  A  child  under  14  years  of  age  who  persistently  violates  the  reason- 
able regulations  of  the  school  which  he  attends,  or  otherwise  persistently  misbe- 
haves therein,  so  as  to  render  himself  a  fit  subject  for  exclusion  therefrom,  shall  be 
deemed  to  be  an  habitual  school  offender,  and  unless  placed  on  probation  as  pro- 
vided in  section  7,  may,  upon  complaint  .  .  .   (etc. — same  as  for  Sec.  3). 

Section  6.  The  court  or  magistrate  by  whom  a  child  has  been  committed  to  a 
county  truant  school  may  make  an  order  relative  to  the  payment  by  his  parents 
to  the  county  of  the  cost  of  his  support  while  in  said  school,  and  may  from  time 
to  time  revise  and  alter  such  order  or  make  a  new  order  as  the  circumstances  of 
the  parents  may  ju.stify. 

Section  7.  A  court  or  magistrate  by  whom  a  child  has  been  convicted  of  an 
offense  under  the  provisions  of  this  chapter  may  place  such  a  child  on  probation 
tinder  the  oversight  of  a  truant  officer  of  the  city  or  town  in  which  the  child  resides, 
or  of  a  probation  officer  of  said  court,  for  such  period  and  upon  such  conditions  as 
said  court  or  magistrate  may  deem  best;  and  if,  within  such  period,  the  child  vio- 
lates the  conditions  of  his  probation,  such  truant  officer  or  probation  officer  may, 
without  warrant  or  other  process,  take  the  child  before  the  court,  and  the  court 
may  thereupon  sentence  him  or  may  make  any  other  lawful  disposition  of  the  case. 

Section  8.  County  commissioners,  if  they  think  it  will  be  for  the  best  interest 
of  any  child  who  has  been  committed  to  a  county  truant  school  under  their  control, 


7(>       I'l  I'll  s     s(  lUHM,  ii:nsi's  and  comihm.sorv  .\tt1':n  dance 

aftiT  notice  and  an  i>p|)i)rtiinit\-  Id  he  lieanl  lias  been  given  to  tlie  school  coniniittee 
of  the  city  or  town  from  which  such  child  was  committed  to  said  school,  may  per- 
mit him  to  be  at  liberty  u|)on  such  conditions  as  said  commissioners  may  deem 
best,  or  with  tlie  approval  of  the  court  which  imposed  the  sentence,  they  may  dis- 
charge him  from  said  school;  and  upon  such  parole  or  discharge  they  shall  make  an 
entry  upon  their  records  of  the  name  of  such  child,  the  date  of  parole  or  discharge 
and  the  reason  therefor;  and  a  copy  of  such  record  shall  be  transmitted  to  the  court 
or  magistrate  by  whom  such  child  was  committed  and  to  the  school  committee  of 
the  city  or  town  from  which  he  was  committed.  If  such  child,  in  the  opinion  of 
said  commissioners,  violates  the  conditions  of  his  parole  at  any  time  previous  to 
the  expiration  of  the  term  for  which  he  was  committed  to  said  school,  such  parole 
may  be  revoked.  A  child  who  has  been  committed  to  a  county  truant  school, 
whether  he  be  confined  at  the  county  truant  school  or  on  parole  as  provided  in  this 
section,  shall  be  discharged  from  the  custody  and  care  of  such  school  upon  his  be- 
coming 1 6  years  of  age. 

Section  p.  If  a  near  relation  of  a  child  who  is  confined  on  a  sentence  as  an 
habitual  truant,  habitual  absentee,  or  habitual  school  offender  dies  or  is  seriously 
ill,  any  member  of  the  board  of  trustees  or  county  commissioners  having  charge 
of  the  institution  may  order  such  child  to  be  released  for  a  specified  time,  either 
with  or  without  the  custody  of  the  superintendent  or  other  officer,  and  may  revoke, 
extend,  or  otherwise  modify  such  order. 

Section  lo.  An  inmate  of  a  county  truant  school  or  of  the  parental  school  of 
the  city  of  Boston  who  persistently  violates  the  reasonable  regulations  thereof,  or 
is  guilty  of  indecent  or  immoral  conduct,  or  otherwise  grossly  misbehaves,  so  as  to 
render  himself  an  unfit  subject  for  retention  therein,  may,  upon  complaint  by  the 
officer  in  control  of  said  school  and  conviction  thereof,  if  under  15  years  of  age,  be 
committed  to  the  Lyman  School  for  Boys;  if  over  15  years  of  age,  to  the  Massa- 
chusetts Reformatory.  If  a  girl  who  is  committed  to  the  custody  of  the  State 
board  of  charity  under  section  3,  4,  or  5  of  this  chapter  proves  unmanageable  in  a 
private  family,  she  may  be  committed  by  the  State  board  of  charity  to  the  State 
industrial  school  for  girls. 

Section  11.  Police,  district,  and  municipal  courts  and  trial  justices  shall  have 
jurisdiction  of  offenses  arising  under  the  provisions  of  section  i  of  chapter  44  and 
under  the  provisions  of  this  chapter.  A  summons  or  warrant  issued  by  such  court 
or  justice  may  be  serv-ed,  at  the  discretion  of  the  court  or  magistrate,  by  a  truant 
officer  or  by  any  officer  qualified  to  serve  criminal  process. 

Section  12.  The  school  committee  of  every  city  and  town  shall  appoint  and 
fix  the  compensation  of  one  or  more  truant  officers,  who  may  be  either  male  or 
female  as  the  committee  may  decide,  and  shall  make  regulations  for  their  govern- 
ment. Truant  officers  shall  not  receive  fees  for  their  services.  The  school  com- 
mittee of  two  or  more  cities  or  towns  may  employ  the  same  truant  officers. 

Section  ij.  Truant  officers  shall  inquire  into  all  cases  arising  under  the  provi- 
sions of  sections  i  and  6  of  chapter  44  and  sections  3,  4,  and  5  of  this  chapter,  and 
may  make  complaints  and  serve  legal  processes  issued  under  the  provisions  of  this 
chapter.  They  shall  have  the  oversight  of  children  placed  on  probation  under  the 
provisions  of  section  7.  A  truant  officer  may  apprehend  and  take  to  school,  with- 
out warrant,  any  truant  or  absentee  found  wandering  about  in  the  streets  or  public 
places  thereof. 


VII  B.    PUPILS— HEALTH  SUPERVISION  AND  SPECIAL 

CLASSES 

I.   The  State  and  School  Health  and  Sanitation. 

A.  State  responsibility  for  health  and  sanitation. 

1 .  Growth  of  the  idea  in  United  States. 

2.  Relation  to  compulsorx'  education. 

B.  The  size  of  the  school  health  problem. 

1.  Statistics  from  schools. 

2.  Findings  from  army  examinations. 

3.  Cost  of  preventable  absences. 

C.  Present  status  and  organization  of  health  supervision. 
I.   State  laws.     2.   Cities  maintaining. 

3.    Extent  of  supervision.     4.    Rate  of  increase  in  provision. 

D.  Different  lines  of  health  supervision  undertaken  by  the  state. 

1.  Instructional  and  extension  service. 

2.  State  and  county  medical  inspection  and  nurse  service. 

3.  Demonstrations  and  exhibits. 

4.  Supervised  play  and  physical  education  program. 

5.  State  campaigns  for  social  hygiene  and  community  sanitation. 

6.  Desirable  state  records  and  reports. 

7.  Other  forms  of  state  health  service. 

II.   The  State  and  Provisions  for  Special  Groups. 

A.  State's  responsibility  for  all  classes  of  children. 

1.  Slow  acceptance  of  responsibility. 

2.  States  that  have  made  beginnings  in  this  work. 

B.  State  organization  and  support  for  special  classes. 

1.  Methods  of  facilitating  the  introduction  of  special  classes. 

2.  Methods  of  supervision  and  control. 

3.  Force  necessary  to  operate  system. 

C.  F"orms  of  special  education  encouraged  and  subsidized  b\  llie  stale. 

1.  For  physically  and  mentally  handicajiped. 

2.  For  juvenile  delinquents. 

3.  Industrial  and  vocational  .schools. 

4.  Americanization  and  civic  education. 

5.  Adult  and  community  courses. 

6.  Other  forms  of  s])e(ial  education  coiuiuctcd  b\'  states. 

BIBLIOCRAPHY 

I.    Ayre.s,  I..  P.,  Williams,  J.  I".,  and  Wood,  T.  D.   Healthful  Schoob.   Cliai).  xi  f. 
Houghton  Mifflin  Co.  (Kiversifie  Textbook  Scries).     Boston  191X. 


7J  niMi  s     iii:.\i.Tii  siri:Kvisio\  and  spfxial  classes 

2.    Cornell,  \\'.  E.    Ilt-alth  and  Medical  Inspection  of  School  Children.    Part  i. 

F.  A.  Davis  tS:  Co.    rhiladclphia,  Pa.  1913. 
V    Ciibbcrley,  E.  P.    Slate  and  County  Educational  Reorganization.    Chap,  x  and 

.\vi. 

4.  Ciibberlcy,  E.  P.  and  Elliott,  E.  C.    Source  Book.    Chap,  xxvii. 

5.  Drcsslar,  V.  B.    School  Hygiene.    Macniillan  Co.    New  York. 

6.  Dutton,  S.  T.  and  Snedden,  David.    Administration  of  Public  Education  in 
the  United  Stales.    Chap,  xxii-xxvi,  inclusive. 

7.  Giilick,   Halsey   and   Ayres.     Medical  Inspection  of  Schools.     Russell   Sage 
Foundation.    New  York  1909. 

8.  Hoag,  E.  P.    Organized  Health  Work  in  Schools.    Table  of  Contents.      U.  S. 
Bureau  of  Education  Bui.  No.  44.    1914. 

9.  Hoag,  E.  P.  and  Terman,  L.  M.  Health  Work  in  the  Schools.  Houghton  Mifflin 
Co.  (Riverside  Textbook  Series).    Boston  1914. 

10.  Monroe,  Paul.    Cyclopedia  of  Education.   See  topics. 

11.  Rapeer,  L.  \V.    Educational  Hygiene.    Table  of  Contents.    Chas.  Scribner's 
Sons.    New  York  191 5. 

12.  Rapeer,  L.  W.    School  Health  Administration.    Table  of  Contents.    Teachers 
College.    New  York  1913. 

13.  Strayer  and  Engelhardt.    The  Classroom  Teacher.    Chap.  xi. 

14.  Terman,   L.   M.     The  Hygiene  of  the  .School  Child.     Houghton   Mifflin   Co. 
(Riverside  Textbook  Series).     Boston   1914. 

Note.    Special  bibliographies  are  available  from  the  U.  S.  Bureau  of  Education  on  several  of  these 
topics. 


PUPILS — HEALTH  SUPERVISION  AND  SPECIAL  CLASSES  73 

PROBLEM 

The  state  of  New  Jersey  has  the  following  suggested  rules  for  local  boards 
of  education  governing  medical  inspection. 

1.  The  medical  inspector  shall  use  the  same  care  and  skill  in  examining  pupils 
under  his  charge  as  he  would  in  the  case  of  private  patients. 

2.  The  following  schedule  of  minimum  inspections  shall  be  observed:  Rural 
districts,  scattered  schoolhouses,  one-room  schooJhouses — each  school  at  least 
twice  a  month. 

Villages  and  small  towns,  and  schoolhouses  containing  more  than  one  room- 
each  school  at  least  three  times  a  month. 

Towns  and  cities — at  the  discretion  of  the  local  boards  and  medical  examiners, 
but  not  less  than  three  times  a  week. 

3.  The  medical  inspector  shall  during  the  first  week  of  school  make  a  pre- 
liminary inspection  of  each  room  for  the  detection  of  evident  cases  of  exclusion. 
He  shall  thereafter  make  from  time  to  time  a  routine  examination  of  all  pupils 
from  the  lowest  grade  to  the  highest.  These  examinations  should  be  completed 
not  later  than  April  ist  of  the  school  year,  and  shall  include: 

o.  Eyes — For  far  and  nearsightedness  and  the  condition  of  the  eyelids. 

b.  Ears — For  acuteness  of  hearing  and  presence  or  absence  of  discharges. 

c.  Throat — Condition  of  tonsils.    Possible  adenoids. 

d.  Teeth— Condition  and  care. 

e.  Evident  defects  which  would  hinder  the  pupil's  progress. 

/.    Contagious,  infectious  or  communicable  diseases  or  any  condition  which 
makes  the  pupil  a  source  of  danger  to  others. 
g.    General  health. 

4.  Whenever  possible,  it  is  advised  that  the  usual  records  be  made  of  height, 
weight  and  chest  measurements,  and  that  examinations  be  made  of  heart  and 
lungs.  These  examinations  shall  be  made  by  the  medical  inspector  him- 
self. 

Emergency  calls  shall  be  responded  to  as  quickly  as  possible. 

5.  It  shall  be  the  duty  of  the  medical  inspector  to  report  immediately  to  the 
principal  or  teacher  in  charge  any  pupil  whom  he  may  suspect  of  having  any 
form  of  contagious,  infectious  or  communicable  disease.  The  principal  or  teacher 
shall  send  such  pupil  home  at  once  with  a  written  statement  signed  by  the  medical 
inspector,  giving  the  nature  of  the  disease  suspected,  and  requesting  that  the 
pupil  be  seen  by  the  family  physician.  The  medical  inspector  shall  not  attend 
such  cases  professionally  unless  he  is  the  regular  medical  attendant  of  the  family. 
This  rule  covers  cases  of  contagious  diseases  of  the  skin  and  scalp,  and  purulent 
discharges  from  eyes,  nose  and  ears,  as  well  as  all  diseases  of  an  infectious  or 
contagious  nature.  It  also  includes  cases  of  pediculosis  or  other  vermin.  Special 
examinations  shall  be  made  by  the  medical  inspector  at  the  request  of  the  prin- 
cipal or  teacher  in  charge.  Medical  inspectors  shall  notify  parents  of  physical 
defects  which  interfere  with  the  normal  progress  of  the  child,  with  the  recom- 
mendation that  the  family  physician,  dentist  or  specialist  be  consulted. 

6.  Pupils  excluded  from  school  by  the  direction  of  the  medical  inspector  shall 
not  be  readmitted  without  a  written  certificate  of  good  health  from  their  family 
jjhysician  or  some  other  regularly  (|ualified  physician  who  has  examined  (jr 
treated  them. 


74  rri'iis     iii:ai,tii  sipi:k\  imc  n  and  >ri;ciAi.  classics 

7.  riie  meiliial  iiispicior  sliall  i;i\c'  instructions  each  >ear  to  teachers  on  the 
following  subjects: 

(J.    The  pre\ention  anil  detection  of  lonnmmicahle  diseases. 
h.    School  lu^iene  and  sanitation. 
(.    First  aid  to  the  injured. 

8.  The  medical  ins{)ector  shall  perform  such  other  duties  as  are  required  by 
section  175  of  the  .school  law,  relating  to  vaccination;  section  180,  relating  to 
the  examination  of  children  in  special  classes;  and  sections  219,  221  and  223  of 
the  compulsory  school  law,  relating  to  examinations  for  school  exemption  certifi- 
cates and  the  issuing  of  them. 

9.  The  medical  inspector  shall  examine  regularly  the  sanitary  conditions  of  all 
school  properties  in  his  district  and  keep  the  Board  of  Education  informed  thereof. 
Any  special  work  required  of  the  medical  inspector  by  the  local  Board  of  Educa- 
tion, such  as  frequent  extra  visits,  vaccinations  or  fumigations,  shall  be  arranged 
for  by  mutual  agreement. 

10.  The  medical  inspector  shall  be  especially  careful  to  comply  with  all  rules 
and  regulations  of  the  local  and  State  Boards  of  Health,  and  shall  promptly 
notify  the  proper  authorities  of  all  cases  of  contagious  or  infectious  diseases  as 
if  occurring  in  his  private  practice. 

QUESTIONS 

1.  Are  any  of  the  elements  matters  for  local  instead  of  state  regulations? 

2.  Which  elements  would  you  omit?   Why? 

3.  What  elements  would  you  add?   Why? 


VIII.   THE  SCHOOL  PLANT  AND  THE  STATE 

I.  The  Relation  of  the  School  Plant  to  Education. 

A.  Development  of  schoolhouse  construction. 

1.  Factors  which  have  contributed  to  changes. 

2.  Limitations  which  buildings  put  upon  educational  work. 

3.  Present  building  situations  in  the  United  States. 

B.  The  state's  responsibility  for  school  buildings. 

1.  Support. 

2.  Approval  of  plans. 

3.  Inspection  and  condemnation  of  buildings. 

II.   School  Building  Standards. 

A.  The  development  of  standards  for  school  buildings. 

1.  Items  standardized. 

2.  Methods  of  standardization. 

3.  Standards  for  different  types  of  schools. 

B.  Score  cards  for  school  buildings. 

I.   Their  development.     2.   Advantages.     3.    Uses. 

III.  The  Care  OF  THE  School  Plant. 

A.  Standards  of  upkeep  and  sanitation. 

I.    Cleaning.     2.    Disinfecting.     3.    Decorating. 

B.  The  school  janitor. 

I.    Qualifications.     2.    Certification.     3.    Duties. 

4.  Salary.     5.    Responsibilities. 

IV.  The  Maximum  Use  of  the  School  Plant. 

A.  Provisions  which  schools  should  have  in  order  to  permit  increased 

use  of  plant. 

B.  Methods  of  organizing  and  controlling  these  activities. 

W   The  State  and  School  Buildinc;  Programs. 

A.  Advantages  of  building  programs  extending  over  a  period  of  years. 

B.  Method  of  determining  such  a  program. 

C.  Ways  of  administering  such  a  program. 

D.  Methods  whereby  the  state  may  assist. 

BIBLIOGRAPHY 

1.  Ayres,  Williams  and  Wood.    Healthful  Schools.    Chap.  i-x. 

2.  Cubberiey,  F3.  P.    Stale  and  County  Educational  Reorganization.    Chai).  ix. 

3.  Cubberiey,  E.  P.  and  Elliott,  E.  C.    Source  Book.    Ciiap.  xix. 


76  THE  SCHOOL  PLANT  AND  THK  STATE 

4.  Drosslar,  V.  B.  Anwrican  Schofllhousrs.     U.  S.  Bureau  of  Education,  Bui.  No. 
5-    1910. 

5.  Dutton,  S.  T.  and  Sneddon,  DaviiL    Admiiiistratiou  of  Public  Education  in 
the  United  States.    C'liap  xi  and  xii. 

6.  Kngelhardt,  N.  L.    .1  School  Buildinsi  Program  for  Cities.    Part  11.    Teachers 
College.    New  York  19 18. 

7.  Hart,  F.  W.    .1  State  School  Building  Code.    C.  F.  Williams  and  Son.  Albany, 
N.  Y.    1922. 

8.  Strayer  and  Engelhardt.    The  Classroom  Teacher.   Chap.  xiv. 

9.  Strayer  and  Engelhardt.   Score  Cards  and  Standards  for  City  and  Rural  Schools. 
Teachers  College.    New  York  1920. 

10.  Strayer,  Engelhardt  and  Hart.    Schoolhousing  Series.    C.  F.  Williams  &  Son. 
Albany,  N.  Y.    192 1. 

11.  Strayer,    Engelhardt   and   Hart,   Delaware  School  Building   Survey.    Service 
Citizens,  Wilmington,  Del.  1919. 

12.  St.  Paul,  Baltimore,  Omaha,  Nassau  County,  Paterson  and  other  surveys  for 
building  studies  and  standards. 


THE  SCHOOL  PLANT  AND  THE  STATE 
PROBLEM 


77 


Oinina  TJoOfn 
-1  □    □ 


C=j     CD, 

20  xie 


^utl  Room 


EOV  23' 


flTanaal  Taoinm(| 
20  )C  jt5 

DDDDi 
DDDD 


30'  X   £5' 


30  X    25 


Coa"t/foom 
/5'x  /o' 


Cor  I'  I  dor 


is'x  id 


'' 


From  a  state  bulletin  on  School  Plans. 


What  changes  in  the  above  plan  for  a  two-teacher  rural  school  should  lie 
recommended  and  which  insisted  upon  by  the  state  department  of  education 
before  the  plans  are  ajjproved? 


PART  II 

CITY  SCHOOL  ADMINISTRATION 
Second  Semester's  Work 

OUTLINE 

SECTION                                                                                                                                                       •  PAGE 

I.    City  School  Systems — Their  Development 8i 

II.    Administration  of  City  School  Districts 88 

III.  Publicity  of  City  School  Systems 94 

IV.  Organization 99 

A.  City  School  Educational  Staff 99 

B.  Courses  of  Study      102 

C.  City  School  Divisions       105 

V.    Supervision 108 

A.  Relation  to  Administration 108 

B.  Relation  to  Achievement  of  Children 113 

C.  Relation  to  Training  Teachers  in  Service     ....  116 

VI.   StafT 120 

A.  Preparation,  Selection,  Tenure  and  Promotion  .     .  120 

B.  Salaries  and  Retirement  Funds      124 

VII.    Pupils 129 

A.  School  Census  and  Compulsory  Attendance    .  129 

B.  Cla.ssification  and  Progress  of  Children 133 

C.  School  Health  Service      136 

D.  Educational  Tests  and  Special  Classes 139 

E.  Supplementary  and  l^xtra  School  Education  .    .    .  143 

VIII.    Materials — Textbooks,     Supplies,     and     Instruclion.d 

{•Equipment 148 

IX.    Accounting 153 

A.  Pupils  and  Staff 153 

B.  Financial  Records  and  Accoiuits 156 

X.    Plant — The  City  School  Plant  and  Its  Care 160 

XI.    Growth  — Hlducation  aiul  School  P)uilding  Programs  if)3 


I.   CITY  SCHOOL  SYSTEMS— THEIR  DEVELOPMENT 

I.   The  Development  of  Colonial  and  State  Government  in  the 
United  States. 
A.    Development  of  national  unity  and  state  autonomy. 

II.  The  Growth  of  Cities  in  the  United  States. 

A.  Periods  of  fluctuating  development. 

I.    Reasons  for  changes.     2.    Fluctuations  in  single  cities. 

B.  Reasons  for  general  growth  of  urban  population. 

C.  Present  factors  conditioning  the  growth  of  cities. 

III.  The  Development  of  City  Government. 

A.  Successive  forms  of  government. 

B.  Present  tendencies  in  city  administration. 

IV.  The  Development  of  City  School  Systems. 

A.  Changes  in  controlling  authority. 

B.  Conservatism  in  control  of  school  afTairs  of  cities. 
I.    Reasons  for.     2.    EfTects  of. 

C.  Recent  tendency  toward  centralization  in  school  matters. 

V.   Relation  of  Schools  to  Various  City  Departments. 

A.  Historical  development  of  relation. 

I.   New  York  City  as  an  illustration. 

B.  Fiscal  independence  of  school  district. 

1.  The  case  in  favor  of  fiscal  dependence. 

2.  The  case  in  favor  of  fiscal  independence. 

3.  Present  practices. 

C.  Relation  to  other  city  departments. 

1.  Departments  having  authority  over  the  schools  for  any  i)artii'ular 
function. 

2.  Departments  which  act  in  advisory  capacity. 

3.  Departments  which  cooperate  with  schools  in  some  forms  of 
public  service. 

BIBLIOGRAPHY 

1.  Cubberley,  E.  P.  Public  Education  in  the  United  States.  Chap,  i-iv,  inclu- 
sive.   Houghton  Mifflin  Co.  (Riverside  Textbook  Series).    Boston  1919. 

2.  Cubberley,  E.  P.  Public  School  Administration.  Revised  Edition.  Chap, 
l-vii,  inclusive.  Houghton  Mifflin  Co.  (Riverside  Textbook  Series).  Boston 
1922. 

3.  Engelhardt,  N.  L.  A  School  Building  Program  for  Cities.  Parti.  Tcaciiers 
College.    New  York  1918. 


82  t  ITY  srHOOl.  SYSTEMS — THIUK  OKVF.l.OPMENT 

4.  Fairlie.  John  A.     Local  (iovertiment  in  Counties,  etc.     Index.     The  Century 
Co.     New  York  U)C)(). 

5.  Krasier,  ("•.  \V.      The  Control  of  City  School  Finances.     Bruce  Publishing  Co. 
.Milwaukee,  Wis.    1922. 

6.  Cioodnow,  F.  I.     City  Government  in  the  United  Stales.     Inde.x.     The  Century 
Co.     New  York  1910. 

7.  Goodnow.  I'.  |.  .in  I  Hates,  F.  G.      Municipal  Government.     The  Century  Co. 
New  York  1911). 

8.  Goodnow,  F.  J.  ami  Howe,  F.  C.     Report  on  the  Organization,  Status  and  Pro- 
cedure of  the  Department  of  Education,  City  of  New  York.     19 13. 

9.  McGaughy,  J.  R.     Municipal  Control  of  City  Schools.     In  preparation. 

10.  Monroe,  Paul.  Cyclopedia  of  Education.  Yol.  11,  p.  16.  Macmillan  Co. 
New  York  1914. 

11.  Moore,  E.  C.  How  New  York  City  Administers  Its  Schools.  World  Book 
Co.     Yonkers,  N.  Y.  1913. 

12.  Munro,  W.  B.  The  Government  of  American  Cities.  Index.  Macmillan  Co. 
New  York  191 9. 

13.  Strayer,  G.  D.  Report  No.  j  of  National  Committee  for  Chamber  of  Commerce 
in  Co-operation  with  the  Public  Schools.  American  City  Bureau.  New  York 
192 1. 

14.  Suzzallo,  Henry.  Rise  of  Local  School  Supervision  iti  Massachusetts.  Teach- 
ers College.     New  York  1907. 

15.  Webster,  W.  C.  Recent  Centralizing  Tendencies  in  State  Educational  Admin- 
istration.    Columbia  University.     New  York  1897. 


CITY  SCHOOL  SYSTEMS — THEIR  DEVELOPMENT  83 

PROBLEM   1 

Relation  of  Schools  to  Other  City  Departments 

The  city  of  Houston,  Texas,  is  governed  by  means  of  a  city  commission. 
The  commission  consists  of  a  mayor  and  four  aldermen.  These  five  are  known 
as  commissioners.  They  are  elected  for  the  term  of  two  years  and  are  the 
only  elective  ofificers  in  the  city.  The  city  charter  provides  only  for  the 
additional  office  of  auditor  and  this  officer  is  appointed  by  the  commission. 
Aside  from  this  position,  all  other  city  offices  are  created  and  the  officials 
to  fill  them  are  appointed  by  the  commission. 

The  commissioners  are  elected  from  the  city  at  large,  are  salaried  men,  and 
are  expected  to  devote  their  entire  time  to  the  work  of  the  city.  The  work  of 
the  city  is  divided  into  four  parts,  viz.,  finances,  police,  water  and  light, 
sewers  and  drainage,  and  each  part  is  made  the  especial  care  of  one  commis- 
sioner. The  commission  also  appoints  the  school  board  which  is  simply  one 
department  of  the  city.    It  is  under  the  jurisdiction  of  the  entire  commission. 

Members  of  the  school  board  are  appointed  for  a  term  of  two  years.  There 
are  seven  members,  four  being  appointed  one  year  and  three  the  next.  The 
board  has  complete  charge  of  the  internal  affairs  of  the  entire  school  system. 
The  administration  of  the  schools  is  in  the  hands  of  a  city  superintendent 
elected  by  the  board  of  education. 

Under  the  commission  form  of  government  all  finances  pass  through  the 
hands  of  the  commission.  There  is  no  special  school  tax.  The  commission 
once  a  year  fixes  the  tax  rate  which  covers  all  operations  of  the  city,  including 
those  of  the  schools.  It  is  the  duty  of  the  city  school  board,  under  the  charter, 
to  make  out  in  February  of  each  year  an  estimate  of  the  money  that  will  be 
needed  from  the  city  for  the  maintenance  of  the  schools,  for  the  year  beginning 
March  first. 

The  board  of  education  does  most  of  its  work  by  means  of  committees  which 
lia\e  almost  full  power  in  the  matters  referred  to  them.  Committee  reports 
are  usually  ado])tcd  as  a  whole. ^ 

QUESTIONS 

1.  What  elements,  in  your  judgment,  would  tend  to  make  this  system  a 
success  from  the  ])oint  of  view  of  efficient  educational  administration? 
Justify  your  answers. 

2.  What  phases  do  you  think  woukl  hanclicap  a  city  sui)erinten(it'nt ?  List 
them. 

3.  Why  has  this  organization  not  been  more  widel\-  adopted  in  this  country? 

'  Extracts  from  "City  Schools  iiiidcr  tlir  Coiiiiiiissioii  Form  of  (iovcriimciU."  I'roiii  the  lulu- 
rational  Review,  April,  njog.    By  fx-rmission  of  the  piibHshcrs,  Douljlcdiiy,  P;irc  and  Compiiiiy. 


S4  C  ITY  SCHOOI.  SYSTEMS — THEIR  DEVELOPMENT 

PROBLEM  2 
Proposed  Aktu  i.i'  on  I'ihcation  tor  City  Charter  of  Atlanta,  Georgia' 

Read  tlie  follmvinp:  proposed  sectunis  of  a  rity  charter  covering  the  relation 
of  the  city  to  the  pul)lic  school  system. 

1.  Which  proposiils  are  matters  of  general  practice  and  w  iiicli  arc  in  advance 
of  current  practice? 

2.  Which  provisions  would  need  to  be  changed  if  the  city  changed  to  the 
commission  form  of  government? 

3.  I.ist  the  elements  and  relationships  pro\ided  in  this  charter  which  you 
think  are  particularly  desirable. 

4.  List  an>  you  would  change  and  give  reasons. 

the  board  of  education 

Art.  Sec. The   City   of   Atlanta,    including    the   territory    now 

within  its  limits  or  which  may  in  the  future  be  included  by  any  change  thereof, 
shall  be  and  constitute  a  single  school  district,  shall  be  a  body  corporate,  and  the 
administration  and  government  of  public  schools  and  public  school  property 
therein  shall  be  vested  in  a  board  of  five  members  to  be  called  and  known  as  the 
"Board  of  Education"  of  the  City  of  Atlanta.  Such  Board  of  Education  shall, 
by  and  in  said  name  sue  and  be  sued,  purchase,  receive,  hold  and  sell  property, 
do  all  things  necessary  to  accomplish  the  purpose  for  the  attainment  of  which 
such  school  district  is  organized,  and  succeed  to  all  the  property,  rights  and  pri- 
vileges, of  whatever  kind  or  nature,  granted  and  belonging  to  any  previous  cor- 
poration. Board  of  Directors,  or  city,  or  officers  thereof,  authorized  or  empowered 
by  any  enactment  of  the  general  assembly  of  the  state  to  do  anything  in  reference 
to  public  education:  Provided  that  all  pending  suits  to  which  any  previous  cor- 
poration. Board  of  Directors,  or  city,  or  officers  thereof,  is  a  party,  may  be  pro- 
secuted to  an  end  in  the  name  of  such  party.  All  titles  to  property  previously 
granted  to  such  city  by  the  United  States,  or  by  the  state  of  Georgia  for  school 
purposes,  and  the  title  to  all  school  lands  and  other  property  of  every  kind  shall 
be  vested  in  the  Board  of  Education  established  by  this  charter. 

Sec. Such  Board  of  Education  shall  have  general  and  supervising  control, 

government,  and  management  of  the  public  schools  and  the  public  school  property 
in  such  city,  shall  exercise  generally  all  powers  in  the  administration  of  the  public 
school  system  therein,  appoint  such  officers,  agents,  and  employees  as  it  may 
deem  necessary  and  proper,  and  fix  their  compensation,  shall  have  power  to  fix 
the  time  of  its  meetings,  to  make,  amend  and  repeal  rules  and  by-laws  for  its 
meetings  and  proceedings,  for  the  government,  regulation  and  management  of 
the  public  schools  and  school  property  in  such  city,  for  the  transaction  of  its 
business,  for  the  examination,  qualification,  and  employment  of  teachers,  which 
rules  and  by-laws  shall  be  binding  on  such  Board  of  Education  and  all  parties 
dealing  with  it  until  formally  repealed;  to  loan  its  funds,  and  to  levy  such  taxes  as 
may  be  necessary  for  the  support  of  said  school  system,  and  to  purchase  and  hold 
all  property,  real  and  personal,  deemed  by  it  necessary  for  the  purposes  of  public 
education,  or  for  the  investment  of  public  school  funds,  to  build  and  construct 
improvements  for  such  purposes,  and  to  sell  the  same. 

'  Proposed  by  G.  D.  Strayer,  Director  of  the  Atlanta  Survey,  1933. 


CITY  SCHOOL  SYSTEM — THEIR  DEVELOPMENT  85 

Sec. The  members  of  such  Board  of  Education  shall  be  elected  from  such 

city  at  large  at  a  special  school  election  to  be  held  the  second  Tuesday  in  April 
each  second  year  after  this  charter  shall  become  effectiv-e.  The  members  of  the 
Board  of  Education  shall  be  at  least  thirty  years  of  age  and  shall  have  been  citizens 
and  residents  of  the  city  for  at  least  three  years  immediately  preceding  their 
election.  They  shall  not  hold  office  except  that  of  notary  public,  in  such  city  or 
State,  nor  be  interested  in  any  contract  with  or  claim  against  the  Board,  either 
directly  or  indirectly.    Each  member  of  such  Board  shall  before  assuming  the 

duties  of  his  office  take  oath  before  a  judge 

court  or  justice  of  the  peace  of  such  city,  which  oath  shall  be  kept  on  record  in 
such  Board,  that  he  possesses  all  of  the  qualifications  by  this  article  required, 
and  that  he  or  she  will  not  while  serving  as  a  member  of  such  Board  become 
interested  in  any  contract  with  or  claim  against  said  Board,  directly  or  indirectly, 
or  as  agent  or  employee  of  any  individual,  firm  or  corporation  which  is  so  inter- 
ested, and  that  he  or  she  will  not  be  influenced  during  his  or  her  term  of  office  by 
any  consideration  except  that  of  merit  and  fitness  in  the  appointment  of  officers 
and  in  the  engagement  of  employees.  No  compensation  shall  be  paid  to  the 
members  of  the  Board,  but  they  shall  be  exempt  from  jury  duty  and  from  service 
as  election  officers  during  their  term  of  office. 

Sec.  The  members  of  such  Board  of  Education  shall  be  elected  by  the 

qualified  voters  of  such  city  at  large  at  an  election  to  be  held  the  second  Tuesday 
in  April  after  which  this  charter  becomes  effective  and  on  the  second  Tuesday  in 
April  each  second  year  following.  They  shall  serve  for  six  years  except  as  is  herein- 
after provided  for  the  five  members  elected  at  the  first  school  election.  At  said 
first  school  election  following  the  adoption  of  this  charter  five  members  of  the 
Board  shall  be  elected  who  shall  by  lot  divide  themselves  in  three  classes  of  two, 
two,  and  one  member  each.  The  first  class  shall  hold  office  until  the  next  school 
election  to  be  held  on  the  second  Tuesday  in  April,  two  years  after  the  first  school 
election  held  after  this  charter  becomes  effective  when  their  successors  shall  be 
elected;  the  second  class  until  the  second  ensuing  school  election  to  be  held  on  the 
second  Tuesday  in  April  four  years  after  the  first  school  election  held  after  this 
charter  becomes  effective  when  their  successors  shall  be  elected;  and  the  third 
class  until  the  third  ensuing  school  election  to  be  held  on  the  second  Tuesday  of 
April  six  years  after  the  first  school  election  held  after  this  charter  becomes  effec- 
tive when  his  successor  shall  be  elected.  Election  of  members  to  the  school 
Board  shall  thereafter  be  provided  for  in  the  same  manner  as  indicated  above, 
two  members  to  be  elected  at  each  of  two  succeeding  elections,  and  one  at  the 
third  ensuing  election.  It  is  provided,  however,  that  vacancies  in  membership  of 
the  Board  between  election  periods  shall  be  filled  by  the  Board  until  the  next 
ensuing  school  election  when  such  vacancy  shall  be  filled  in  the  same  manner  as 
is  provided  for  in  the  election  of  other  members  of  the  Board. 

Sec.  The  Board  of  Education  shall  have  power  to  levy  and  collect  such 

taxes  as  are  necessary  for  the  support  of  public  education  in  such  city,  provided 
that  the  tax  levy  for  any  fiscal  year  shall  not  exceed  $1.25  on  each  $100.  of  valua- 
tion of  real  and  personal  property,  except  as  such  rate  in  excess  of  $1.25  shall 
have  been  submitted  to  a  vote  of  the  qualified  electors  of  the  city  at  a  special 
election  called  by  the  Board  of  Education  for  this  purpose.  All  officers  of  the 
city  of  Atlanta,  and  of  the  state  of  Georgia  concerned  with  the  assess- 
ment and  collection  of  taxes,  fines,  and  penalties,  which  have  accrued  to  the 
Board  of  Education  for  the  support  of  public  schools  either  by  payment  out  of 


86  CITY  SCHOOL  SYSTKMS — THKIR  DKVKI.OI'MENT 

tho  State  Troasiiry  to  tlio  lily  of  Atlanta,  or  !>>•  the  payment  to  the  Boarci 
of  Ktliuaiion  of  I  lie  non-resident  tuition  fiuid  received  by  the  city  of  Atlanta 
or  by  the  payment  to  the  Board  of  Education  of  not  less  than  26%  of  the  total 
income  of  the  City  of  Atlanta,  shall  perform  such  duties  in  relation  to  the 
levying  and  collection  of  school  taxes,  and  the  collection  of  such  fines,  penalties, 
or  fees  as  are  now  imposed  upon  them  by  law,  it  being  provided  that  the  rate  of 
tax  to  l>e  assessed  against  real  and  personal  property  shall  be  fixed  by  the  Board 
of  Education  and  transmitted  by  them  to  said  officers  responsible  for  the  levying 
and  collection  of  taxes,  and  included  by  said  tax  officials  in  the  tax  levied  and 
collected  with'n  the  city  of  Atlanta,  it  being  further  provided  that  the  said 
tax  officials  shall  turn  over  to  the  Board  of  Education  an  amount  equal  to  that 
which  would  be  secured  by  the  levying  of  the  tax  determined  by  the  Board  of 
Education  upon  the  assessed  value  of  all  real  and  personal  property  included 
within  the  limits  of  the  City  of  Atlanta. 

Sec.    The    State    appropriation    or    fund    received    by    the    City    of 

Atlanta  from  the  State  Treasury  of  the  State  of  Georgia  for  educa- 
tional purposes  shall  be  paid  to  the  Board  of  Education  and  used  by  them  for 
the  support  of  public  education  as  are  the  funds  derived  from  taxes  levied  by 
said  Board.  The  yearly  non-resident  tuition  fund  received  by  said  city  of 
Atlanta  shall  be  paid  to  the  Board  of  Education  and  used  by  them  for  the  support 
of  public  education  as  are  the  funds  derived  from  taxes  levied  by  said  Board. 

Sec.  Any  election  which  may  be  called  by  the  Board  of  Education  of 

such  city  to  increase  the  rate  of  taxation  for  school  purposes  shall  be  held  at  such 
times  as  the  Board  may  elect  under  the  general  election  laws  governing  such  city. 

Sec.  Until  the  Board  of  Education  provided  for  in  Sec.  shall 

have  been  elected  and  the  members  qualified  to  serve  and  until  the  beginning 
of  the  next  ensuing  fiscal  year,  the  Council  of  the  City  of  Atlanta  shall 
appropriate  and  deliver  to  the  present  Board  of  Education  and  to  their  successors 
in  office  free  from  any  charges  for  city  bonds  for  school  purposes,  or  the  interest 
on  the  same,  or  a  sinking  fund  provided  to  retire  the  same,  to  be  used  by  said 
Board  of  Education  in  maintaining  and  developing  the  public  school  system  of 
the  City  of  Atlanta  the  following  sums  or  funds  each  and  every  fiscal  year: 
(a)  the  state  appropriation  or  fund  received  by  the  City  of  Atlanta  out  of  the 
State  Treasury  of  the  State  of  Georgia  for  educational  purposes;  (bj  Also  the 
yearly  non-resident  tuition  fund  received  by  the  said  City  of  Atlanta; 
(c)  Also  not  less  than  26%  of  the  total  income  of  the  City  of  Atlanta  from 
all  sources. 

Sec.  A  superintendent  of  schools  shall  be  appointed  by  the  Board  of 

Education  for  a  term  of  five  years  during  which  term  his  compensation  shall  not 
be  reduced.  The  Board  of  Education  shall  on  the  nomination  of  the  superinten- 
dent of  schools  appoint  an  assistant  superintendent  of  schools  in  charge  of  business 
affairs  and  such  other  assistant  superintendents,  supervisors,  and  directors  as  it 
may  deem  necessary  whose  compensation  shall  be  fixed  by  the  Board  of  Education 
and  who  shall  serve  for  such  term  as  may  be  determined  by  the  Board  of  Educa- 
tion. The  superintendent  of  schools  shall  have  general  supervision,  subject  to 
the  control  of  the  Board  of  Education,  of  the  public  school  buildings  and  of  all 
other  property  held  by  the  Board  of  Education,  of  courses  of  instruction,  discipline 
and  conduct  of  the  schools,  of  text  books  and  supplies;  and  all  appointments, 
promotions  and  transfers  of  teachers,  principals,  supervisors,  directors,  janitor?, 
engineers,  and  other  employees  of  the  Board  of  Education  shall  be  made  only  upon 


CITY  SCHOOL  SYSTEMS — THEIR  DEVELOPMENT  87 

the  nomination  of  the  superintendent  of  schools  and  the  approval  of  the  Board  of 
Education.  All  appointments  and  promotions  of  teachers  shall  be  made  upon  the 
basis  of  merit  to  be  ascertained  so  far  as  practicable  in  cases  of  appointment  by 
examination,  and  in  cases  of  promotion  by  length  and  character  of  service.  Exami- 
nation for  appointment  may  be  conducted  by  the  superintendent  under  regulations 
to  be  made  by  the  Board.  The  superintendent  of  schools  shall  devote  himself 
exclusively  to  the  duties  of  his  ofifice;  shall  have  power  to  appoint  clerks  whose 
salaries  shall  be  fi.xed  by  the  Board,  and  shall  have  power  to  remove  the  same: 
shall  exercise  a  general  supervision  over  the  schools  of  the  city,  examine  tiieir 
condition  and  progress,  and  shall  keep  himself  informed  of  the  progress  of  educa- 
tion in  other  cities.  He  shall  advise  himself  of  the  need  of  the  extension  of  the 
school  system  of  the  city,  shall  make  reports  from  time  to  time  as  may  be  fixed 
by  the  rules,  or  directed  by  the  Board. 


II.    ADMINISTRATION  OF  CITY  SCHOOL  DISTRICTS 

1.    TiiK  City  Hoard  of  Education. 

A.  riio  composition  of  the  city  board  of  education. 
1 .    1  low  members  are  selected. 

.2.    Number  of  members. 

3.  Qualifications  of  members. 

4.  Length  of  term. 

5.  Pay  of  board  members. 

B.  Organization  of  city  board  of  education. 

I.   Officers.     2.    Methods  of  work.     3.    Committees. 
4.    Methods  of  recording  actions. 

C.  Meetings  of  the  city  board  of  education. 

I.    Frequency.     2.    Degree  of  pul)licity.     3.   Topics  discussed. 
4.    Actions  taken. 

D.  Powers  and  duties  of  the  city  board  of  education. 

1 .  Powers. 

a.   Legislative,     b.   Administrative,     c.   Judicial. 

2.  Duties. 

a.    Educational,     h.   Civic,     c.   Social. 

E.  Relation  of  the  board  to  the  city  superintendent  of  schools. 

IL  The  City  Superintendent  of  Schools. 

A.  The  evolution  of  the  city  school  superintendent. 
I.   Stages  and  causes.     2.    Prevailing  practices. 

B.  The  selection  of  city  school  superintendent. 

1.  Prevailing  practices. 

2.  Principles  which  should  govern  selection. 

a.    Preparation,     b.   Residence,     c.   Tenure. 
d.   Experience,     e.   Contract. 

C.  Qualifications  of  city  superintendent  of  schools. 

1 .  The  specialized  nature  of  the  work. 

2.  Educational  preparation. 

3.  Personal  qualities. 

4.  Experience. 

5.  Social  qualities. 

D.  Relation  and  responsibilities  to  the  board. 

1.  Voluntary  cooperation. 

2.  Regulations  and  by-laws. 

E.  Powers  and  duties  of  city  superintendent. 

1.  Requiring  approval  of  the  board. 

2.  Entire  responsibility  with  the  superintendent. 


ADMINISTRATION  OF  CITY  SCHOOL  DISTRICTS  89 

3.   Administrative  duties  which  ma>-  be  delegated  to  or  participated 
in  by  others. 
F.    The  city  superintendent  and  the  public. 

1.  Public  press. 

2.  Organizations  and  clubs. 

3.  Other  social  groups. 

BIBLIOGRAPHY 

1.  Bard,  H.  E.     The  City  School  District.     Chap.  i.     Teachers  College.     New 
York  1909. 

2.  Cubberley,  E.  P.  Public  School  Administration.  Rev.  Ed.  Chap,  viii  and  ix. 

3.  Cubberley,  E.  P.     Report  of  the  Survey  of  the  Public  School  System  of  Portland, 
Ore.    Chap.  11.    World  Book  Co.    Yonkers,  N.  Y.  1915. 

4.  Douglas,  B.  C.     The  Social  and  Educational  Status  of  the  City  Superintendent. 
In  preparation. 

5.  Dutton,  S.  T.  and  Snedden,  David.     Administration  of  Public  Edtication  in 
the  United  States .     Chap,  viii  and  ix.     Macmillan  Co.     New  York  1915. 

6.  Goodnow,  F.  J.  and  Howe,  F.  C.     Report  on  the  Organization,  Status  and  Pro- 
cedure of  the  Department  of  Education,  City  of  New  York. 

7.  Hines,  L.  N.     An  Ideal  School  Board  from  the  Superintendent''  s  Point  of  Vieu;, 
N.  E.  A.  Proceedings.     San  Francisco,  Cal.   191 1. 

8.  Moore,  E.  C.     How  New  York  City  Administers  its  Schools. 

9.  Morrison,  J.  C.     Legal  Status  of  the  School  Superintendent.     Warwick  &  York. 
Baltimore,  Md.  1921. 

10.  Shiels,  Albert.  A  Report  on  Organization  of  Board  of  Education  and  Its  Com- 
mittees. Department  of  Education,  City  of  New  York,  Division  of  Reference 
and  Research,  Publication  No.  10.     1915. 

11.  Strayer,  G.  D.  Report  of  a  Survey  of  the  School  System  of  Butte,  Mont. 
Chap.  I.     World  Book  Co.     Yonkers,  N.  Y.     ist  ed.  1914;  2nd  ed.  1916. 

12.  Strayer,  G.  D.  and  Engelhardt,  N.  L.  Baltimore  Survey.  Vol.  11,  Part  i: 
Administration.    Board  of  School  Commissioners.    Baltimore,  Md.  192 1. 

13.  Theisen,  W.  W.  The  City  Superintendent  and  the  Board  of  Education.  Teach- 
ers College.     New  York  1917. 


90  AIMIMMKA HON  OI-   CUV  S(  IKIOl.  niSIKICTS 

PROBIKM  1 

Relation  of  Siperintenoent  and  Board  of  Education 
The  ftilUiwinR  are  l)>-la\vs  ad(>i>(i'cl  1)\-  the  New  ^'()rk  Board  of  Flducation.' 

1.  That  "any  salaried  utlicer,  elerk  or  oilier  employee  may  he  suspended  by 
the  President  or  the  Superintendent  of  Schools,  who  shall  report  his 
action  at  the  next  regular  meeting  of  the  Board,  when  all  acts  relating  to 
the  case  shall  be  submitted  to  the  Board  for  its  consideration  and  action." 

2.  That  the  Associate  Superintendents  shall  make  reports  on  such  matters 
and  in  such  form  and  at  such  times  as  the  Board  of  Education,  the 
President,  or  the  Superintendent  of  Schools  shall  require. 

,v  That  the  Bureau  of  Reference,  Research  and  Statistics  be  independent 
of  the  direction  or  control  of  the  City  Superintendent  of  Schools. 

4.  The  President  shall  exercise  general  supervision  over  the  transaction  of 
the  business  affairs  of  the  Board  of  Education  and  shall  have  the  power 
to  require  that  reports  be  made  to  him  by  any  officer  or  employee  for  his 
use  and  information  or  for  presentation  to  the  Board,  for  its  consideration 
and  action.  The  Superintendent  of  Schools  shall  act  in  administration 
of  the  business  affairs  under  the  advice  and  guidance  of  the  President. 

5.  That  the  Examiners  be  omitted  from  those  subject  to  the  supervision 
and  direction  of  the  Superintendent  of  Schools.  The  subjects  and  dates 
of  examination  are  to  be  designated  by  the  Board  of  Education  and  the 
Board  of  Examiners  shall  perform  such  other  duties  relating  to  examina- 
tions as  the  Board  of  Education  may  require. 

6.  That  the  matter  of  the  organization  of  schools  into  major  divisions  and 
the  assignment  of  Associate  Superintendents  thereto  be  subject  to  the 
approval  of  the  Board  of  Education.  The  same  is  true  of  the  assignment 
of  the  District  Superintendents  to  local  school  board  districts  or  to 
special  professional  supervisory  duties. 

QUESTIONS 

1 .  Discuss  each  of  these  by-laws  as  to  its  possible  effect  upon  the  administra- 
tion of  schools. 

2.  Are  any  principles  of  school  administration  violated  in  any  of  these? 
If  so,  which  ones  and  by  which  by-laws? 

3.  What  should  a  superintendent  of  schools  do  in  this  situation?  What 
would  be  the  consequences  of  the  solution  you  propose? 

4.  What  was  the  outcome  in  the  controversy  which  was  caused  in  19 19 
over  these  by-laws? 

'  The  Public  and  the  Scluioh.    Report  of  the  Public  Education  Association,  New  York  City, 
Nov.  8.  1919. 


ADMINISTRATION  OF  CITY  SCHOOL  DISTRICTS  9I 

PROBLEM  2 

Rules  and  Regulations  of  a  City  Board  of  Education 

Read  the  following  extracts  from  the  proposed  rules  and  regulations  for  a 
city  board  of  education. 

1 .  Compare  them  with  those  given  in  Problem  i . 

2.  Are  any  principles  of  school  administration  violated  in  any  of  these? 
If  so,  which  principles  and  by  which  rules  or  regulations? 

3.  Are  the  rights  and  opportunities  of  teachers  and  all  non-administrative 
groups  properly  safeguarded? 

4.  What  proposals  would  you  make  to  strengthen  these  rules? 

PROPOSED  RULES  AND  REGULATIONS 
FOR  A  BOARD  OF  SEVEN  MEMBERS. 

Orgaiiizatio7i 

The  board  shall  meet  annually  for  organization  in  the  central  administration 
offices  of  the  schools,  at  which  meeting  five  members  shall  constitute  a  quorum 
for  the  transaction  of  business.  At  this  meeting  the  board  shall  elect  a  treasurer. 
The  president  shall  at  this  meeting  or  as  soon  as  he  deems  advisable  thereafter 
announce  the  standing  committees  for  the  year.  These  committees  shall  be  a 
committee  on  buildings,  a  committee  on  finance,  a  committee  on  teachers  and 
such  other  special  committees  as  the  superintendent  may  from  time  to  time 
desire  and  the  board  approve. 

Afeeti?igs 

The  board  shall  meet  regularly  each  month  at  such  hour  as  the  president  may 
from  time  to  time  designate.  Special  meetings  shall  be  held  at  the  direction 
of  the  president  or  upon  the  written  request  of  three  members.  Committees — 
The  duties  of  all  committees  shall  be  advisory  and  not  executixe.  The  chief 
executive  shall  have  power  to  refer  current  business  to  appropriate  committees 
for  consideration.  It  shall  be  the  primary  function  of  committees  to  consider 
the  reports  of  executive  officers. 

Executive  Officers — The  Superintendent 

The  superintendent  of  schools  shall  be  the  chief  executive  officer.*  He  shall 
be  the  administratix'c  head  of  all  departments  and  shall  be  rcsj^onsiblc  for  their 
efficient  administration. 

Powers  and  Duties 

Nominations.  He  shall  have  sole  authority  to  nominate  to  the  board  for 
appointment  all  assistant  executive  officers  in  charge  of  departments.  He  shall 
nominate  all  assistant  superintendents  in  the  educational  department  and  all 
supervisors  and  princi[)als.  He  shall  nominate  a  chief  attendance  officer  and  a 
chief  medical  inspector. 

Appointments.  No  jjcrson  shall  be  a|)p()iiitfd  or  ck'cled  to  any  position  il  the 
chief  executive  officer  disap[)rov'es  of  such  ajipointment  or  election.  He  shall 
conduct  or  cause  to  be  conducted  all  examinations,  both  written  or  oral,  for 
positions  as  teachers.  He  shall  ha\e  jiower  to  select  and  appoint  all  teachers 
subject  only  to  disapproval  by  a  five-sevenths  vote  of  the  board. 


92  \I>MI\lsrK.\TI(1\  ()!•'  CITY  sniOOI.  DISTRICTS 

Assignfurnt,^  and  transfers.  He  shall  make  such  assignim-nts  and  rcassignments 
or  transfers  as  in  his  professional  iuclgnient  are  necessary  to  secure  the  highest 
efficiency  in  teaching. 

Imprmrnient  of  teachers  in  sen-ice.  He  shall  be  charged  with  the  responsibility 
of  all  measures  for  the  improvement  of  teachers  in  service.  He  shall  at  all  times, 
with  the  aid  of  such  professional  assistance  as  he  may  command,  labor  for  improve- 
ment in  the  efficiency  of  the  teaching  and  supervisory  staff. 

He  shall  keep  detailed  records  of  efforts  and  achievements  in  the  direction 
of  improvement.  No  teacher,  principal  or  supervisor  shall  be  dismissed  until  the 
superintendent  presents  the  records  of  efforts  made  to  improve  such  teacher, 
principal  or  supervisor. 

That  teachers  may  have  adequate  personal  supervision,  the  board  agrees  to 
appoint  such  departmental  and  special  supervisors  as  the  superintendent  deems 
necessary.  The  board  demands  that  the  superintendent  and  his  assistants  capi- 
talize the  success  of  especially  capable  teachers,  and  for  that  purpose  the  superin- 
tendent may  require  any  teacher  to  observe  the  teaching  of  successful  teachers 
at  his  discretion.  He  shall  report  the  amount  of  substitute  service  required  for 
such  purpose  to  the  board  for  approval.  He  shall  be  permitted  to  order  the 
dismissal  of  any  room  or  grade  for  such  attendance  upon  teachers'  meetings  as 
he  deems  advisable.  He  shall  report  the  amount  of  such  time  granted  to  the 
board  for  approval.  He  shall,  with  the  aid  of  his  assistants,  from  time  to  time 
issue  bulletins,  circulars  and  courses  of  study,  containing  suggestive  methods 
for  the  guidance  of  teachers.  He  shall  conduct  such  annual  institutes  as  may  be 
required  by  law,  or  as  he  may  determine,  and  shall  have  power  to  expend  such 
amounts  for  the  services  of  specialists  in  education  as  approved  in  the  budget. 

Leaves  of  absence.  The  superintendent  may  recommend  teachers  who  have 
been  in  the  employ  of  the  board  for  a  period  of  six  years  to  be  granted  one  year's 
leave  of  absence  for  study  under  conditions  approved  by  him,  such  teachers  to 
receive  a  salary  equal  to  one-half  of  the  salary  regularly  received,  provided, 
howev'er,  that  eligibility  to  such  salary  allowance  shall  be  on  condition  that  such 
teacher  continue  in  the  service  of  the  system  for  three  additional  years. 

Salaries.  The  superintendent  shall  recommend  the  schedule  of  salaries  to  the 
board  for  approval. 

Removal  of  teachers.  The  superintendent  may  suspend  teachers  for  cause. 
Such  suspension  shall  be  reported  to  the  board.  No  teacher  shall  be  recommended 
for  dismissal  except  upon  evidence  that  the  superintendent  has  used  every  avail- 
able means  to  improve  the  efficiency  of  the  teacher  in  question  without  success. 
All  removals  shall  be  subject  to  contract  terms,  provided  that  teachers  may  be 
removed  at  any  time  for  cause. 

Selection  of  textbooks.  The  superintendent  shall,  with  the  aid  of  such  professional 
assistance  as  may  be  available,  select  all  textbooks  to  be  used  in  the  schools, 
provided  that  all  purchases  shall  be  within  the  appropriation  of  the  budget  for 
textbooks  and  provided  the  board  may  disapprove  changes  only  by  a  five-sevenths 
vote. 

Courses  of  study.  The  superintendent  shall  propose  the  subjects  to  be  taught. 
After  approval  by  the  board  he  shall,  with  such  professional  assistance  as  may  be 
available,  prepare  minimum  courses  of  study,  including  therein  statements  of 
principles  and  aims,  suggestive  methods  and  lesson  plans. 

Initiating  new  policies.  The  superintendent  of  schools,  as  chief  executive  officer, 
shall  initiate  all  policies. 


ADMINISTRATION  OF  CITY  SCHOOL  DISTRICTS  93 

The  budget.  He  shall  annually,  with  the  assistance  of  the  assistant  superin- 
tendent in  charge  of  business  affairs,  prepare  the  budget  of  expenditures  and 
receipts  for  all  departments.  He  shall  recommend  transfers  of  funds  within  the 
budget.    The  budget  shall  contain  as  a  minimum  the  following  information: 

1.  A  summary  of  proposed  expenditures  and  probable  receipts  with  similar  data 
in  parallel  columns  for  the  present  and  the  two  preceding  fiscal  years. 

2.  A  detailed  estimate  of  proposed  expenditures  for  each  department  showing 
in  parallel  columns  expenditures  for  the  two  preceding  fiscal  years,  together 
with  expenditures  for  corresponding  items  for  the  current  fiscal  year, 
including  adjustments  due  to  transfers  between  appropriations  plus  an 
estimate  of  the  probable  additional  expenditures  and  unappropriated 
balances  for  the  remainder  of  the  current  fiscal  year,  together  with  the 
amount  of  supplies  and  materials  on  hand. 

3.  Increases  or  decreases  of  requests  compared'  with  corresponding  appro- 
priations for  current  and  previous  years. 

Buildings.  The  superintendent  shall  make  recommendations  to  the  board  for 
the  erection  of  new  buildings  and  the  alteration  or  improvement  of  old  buildings. 
He  shall  recommend  the  location  and  shall  approve  all  plans  and  specifications 
for  construction. 

Supplies  and  eguipment.  The  superintendent  shall  recommend  all  apparatus, 
supplies  and  equipment  to  be  purchased  and  the  specifications  thereof  to  the 
board  as  a  part  of  the  detailed  budget.  No  specifications  shall  be  adopted  without 
his  approval.  He  may  authorize  expenditures  not  provided  in  the  budget  in  such 
amounts  as  the  board  shall  from  time  to  time  approve. 

By-laws  and  rules.  The  superintendent  shall  prepare  and  submit  to  the  board 
for  approval  by-laws  prescribing  the  authority  and  responsibility  of  executive 
officers.  He  shall  prepare  rules  for  the  government  of  supervisors,  principals, 
teachers  and  pupils. 

The  superintendent's  report.  The  superintendent  shall  report  to  the  board  on 
all  important  matters  of  administration.  He  shall  make  such  reports  as  may  be 
necessary  to  exhibit  the  efficiency  of  all  departments.  He  shall  accompany  all 
proposed  policies  by  such  statistical  data  as  may  be  necessary  to  show  specifically 
past  achievements  and  present  conditions.  He  shall  direct  the  preparation  of  the 
reports  of  all  subordinate  executive  officers.  He  shall  direct  the  records  to  be  kept 
and  reports  to  be  made  by  principals,  supervisors  and  teachers. 

Note.    From  Theisen,  W.  W.,  The  City  Superintendent  and  the  Board  of  Education,  pp.  127  ff. 
New  York:  Teachers  College,  191 7. 


111.    IH  BLICITY  OF  CITY  SCHOOL  SYSTEMS 

I.     NkKD  VOR  SllKHil.  rriU.lc  ITY  IN  A  DEMOCRACY. 

A.    Rohuioii  of  public  schools  to  democratic  government. 
li.    Relation  of  schools  s>stem  to  ideals  of  the  public. 

1.  Necessity  ior  kee|)ing  patrons  informed  of  school  achievements. 

2.  Necessity  for  informing  patrons  of  needed  and  proposed  changes. 

11.   Oku. IX  .-VND  Development  of  Public  School  Publicity. 

A.  Purpose,  content,  and  authorship  of  early  reports. 

B.  Relation  of  the  development  of  public  schools  to  school  reports. 
I.    Number  issued.     2.    Material  contained. 

,v    For  whom  issued.     4.    By  whom  issued. 

C.  Present  practices  in  city  school  publicity. 

1.  Reports  and  publications  issued  regularly. 

2.  Pul)licity  connected  with  special  campaigns. 
,v    Continuous  city  school  publicity. 

III.   Types  of  City  School  Publications  Issued  at  Regular  Intervals. 

A.  With  respect  to  form. 
I .   As  determined  by 

a.    Function,     b.   Frequency  of  issue,     c.   Means  of  circulation. 

B.  With  respect  to  authorship. 

1.  A  single  designated  ofificial. 

2.  A  composite  of  several  reports. 

a.    By  what  departments?     h.   How  assembled? 

C.  With  respect  to  content. 

1.  Items  included  in  majority  of  reports. 

2.  Methods  of  presentation. 
a.   Controlling  elements. 

3.  Amount  of  detail. 

4.  Elements  contributing  to  convenience  in  use. 

I\'.   Publicity  and  Special  Education.\l  Campaigns. 

A.  Organization  for  promoting  campaign  and  for  the  accompanying 
publicity. 

1.  Collection  of  necessary  data. 

2.  Relating  of  data  to  campaign. 

3.  Preparation  of  material  for  various  types  of  publicity. 

B.  \'ariations  in  publicity  for  different  types  of  campaigns. 

V.   City  School  Systems  and  Continuous  Programs  of  Publicity. 
A.    Extent  of  this  practice  in  the  United  States. 


PUBLICITY  OF  CITY  SCHOOL  SYSTEMS  95 

B.  V^arying  methods  in  use. 

1.  V'alue  of  those  using  special  publications. 

2.  Value  of  those  employing  regular  publicity  channels. 

C.  Prov'ision  for  publicity  in  the  school  budget. 

BIBLIOGRAPHY 

Alexander,  Carter.  School  Statistics  and  Publicity.  Silver  Burdett  &  Co. 
Xew  York  19 19. 

Alexander,  C.  and  Theisen,  W.  VV.  Publicity  Campaigns  for  Better  School 
Support.     World  Book  Co.     Yonkers,  N.  Y.  192 1. 

Bureau  of  Municipal  Research  of  New  York.  Suggestions  Answered  by  School 
Reports  as  They  Are.     New  York  City  191 7. 

Doten,  Williard.  "The  Annual  Report."  American  School  Board  Journal, 
May  1916. 

Falkner,  Roland  P.  "What  Can  and  Do  School  Reports  Show?"  The  Psy- 
chological Clinic,  Vol.  iv,  pp.  1-8.    March  19 10. 

Hanus,  Paul  H.  "Town  and  City  School  Reports,  More  Particularly  Super- 
intendents' Reports."  School  and  Society,  Vol.  Ill,  pp.  145-55,  January  29, 
February  5,  1916. 

7.  Kendall,  C.  N.  "What  Should  Go  into  a  City  Superintendent's  Report?" 
Old  Penn.,  13:1025-30,  May  8,  1915.  Also  in  American  School  Board  Journal, 
51:9-10,  70-71,  August  1915. 

8.  National  Education  Association.  Final  Report  of  Committee  on  Uniform 
Records  and  Reports.    U.  S.  Bureau  of  Education,  Bui.  No.  3.    1912. 

9.  Neale,  M.  G.  School  Reports  as  a  Means  of  Securing  Increased  Support  of 
Education.     Missouri  Book  Co.     Columbia,  Mo.  192 1. 

10.  "Reports  of  City  Board  of  Education."  Elementary  School  Journal,  Nov.  1914. 

11.  Reynolds,  R.  G.     School  News  in  the  Daily  Newspaper.     In  Preparation. 

12.  Rugg,  H.  O.     Statistical  Method  Applied  to  Education.     Chap.  x.    Houghton 
Mifflin  Co.  (Riverside  Te.xtbook  Series.)     Boston  1917. 

13.  Snedden,  D.  and  Allen,  W.  H.     School  Reports  and  School  Efficiency.     Mac- 
millan  Co.     New  York  1908. 


96  I'LHLU  ITY  OF  CITY  SCHOOL  SYSTEMS 

PROBLKM  1 

PiRi'OsE  OK  Superintendents'  Annual  Reports  ' 

Criticise  the  following  statements  of  aims  as  taken  from  several  recent 
superintendents'  reports  as  to  (i)  Purpose;  (2)  Content;  (3)  Form  and 
probable  effecli\eness. 

A.  Springfield,  Ohio,  for  year  ending  August  31,  1918. 

To  THK  rRESIOKNT  AND   MeMHKRS  Ol-   THK  HOARD  OF   KdUCATION: 

dentlenien: 

In  accordance  with  the  requirements  of  your  rules  and  regulations,  I  have  the 
honor  to  submit  to  you  my  report  of  the  schools  for  the  school  year  19 17-18. 
It  is  my  desire  that  this  report  serve  as  the  chief  means  of  communication  between 
the  people  and  their  authorized  officials  as  to  the  conduct  of  the  public  schools. 
To  this  end,  I  invite  the  attention  of  the  readers  to  the  tables  of  statistics  as 
compiled  by  the  various  school  officers.  Such  tables  are  of  value  in  many  ways, 
giving  as  they  do  bird's-eye  summaries  of  the  results  obtained  in  our  schools,    p.  18. 

B.  St.  Louis,  Mo.,  for  year  ending  June  30,  1918. 

The  discussions  of  various  phases  of  the  progress  of  the  schools  during  the  year 
covered  by  this  report,  19 17-18,  were  not  prepared  in  the  form  previously  followed 
in  the  annual  reports  of  the  Superintendent  for  many  years  past.  Instead  it  was 
planned  that  the  report  of  the  Superintendent  for  the  year  1917-18  should  discuss 
only  a  few  very  prominent  features  of  the  school  work  for  that  year.  Accordingly 
the  war  work  of  the  schools  was  reviewed  by  a  number  of  principals  and  teachers 
and  published  in  September,  1918,  as  an  advance  print  of  the  annual  report  of 
the  Superintendent  of  Instruction  under  the  title,  'War  Work  of  the  St.  Louis 
Public  School.'  The  plan  of  the  Superintendent's  report  contemplated  the 
inclusion  of  only  these  discussions  and  because  of  the  length  of  them  it  was 
expected  to  leave  out  the  usual  summary  of  the  progress  in  the  several  departments 
of  the  school  work.  In  line  with  the  form  of  this  report  which  the  war  situation 
made  advisable,  a  recommendation  to  publish  the  annual  report  in  similar  form 
in  the  future  was  made  to  the  Board  November  12,  1918,  and  approved.  Instead 
of  printing  a  large  number  of  complete  volumes  many  months  after  the  year  has 
closed  this  plan  contemplates  the  issuance  during  the  school  year  of  discussions 
of  specific  phases  of  school  work  as  advance  prints  of  the  Superintendent's  annual 
report.  It  is  planned  to  give  these  pamphlets  a  wide  distribution  both  in  the  city 
and  outside  and  to  restrict  very  materially  the  circulation  formerly  made  of  the 
large  and  expensive  complete  reports  of  the  Board.  It  is  expected  that  the  publi- 
cation of  the  report  in  this  way  will  be  to  the  advantage  of  the  schools  in  a  much 
wider  and  more  immediate  publicity  of  significant  progress  in  the  schools. 
pp.  9,  10,  II. 

C.  Cleveland,  Ohio,  for  year  ending  August  31,  1918. 

The  following  report  attempts  nothing  more  than  the  briefest  mention,  for  the 
sake  of  record,  of  the  principal  new  policies,  plans,  and  activities  instituted  during 
the  school  year  191 7-1 8.  To  make  adequate  presentation  of  these,  and  many 
other  lesser  but  important  and  interesting  new  plans  and  activities,  would  result 

'  From  Neale,  M.  G.,  School  Reporli  as  a  Means  oj  Securing  Increased  School  Support. 


PUBLICITY  OF  CITY  SCHOOL  SYSTEMS  97 

in  a  ponderous,  uninviting  and  expensive  volume  that  few  people  would  read. 
Instead  it  is  planned  to  issue  from  time  to  time  attractive,  illustrated  monographs 
or  pamphlets,  each  treating  some  single  phase  of  the  work  or  poIic>'  of  the  schools, 
p.  II. 

PROBLEM  2 

Ethical  Principles  Governing  the  Use  of  the  Newspapers  by  School 

Administrators  ^ 

From  the  Reports  of  250  Superintendents  of  Schools 

1.  Service  of  public  interest  paramount. 

"Will  it  serve  the  best  interests  of  the  children  to  print  this  story?" 
"Positive  upbuilding  of  the  school  system  should  be  the  governing  factor 
in  giving  out  school  news." 

2.  Maintain  right  relations  with  reporters  and  editors. 
"Be  impartial." 

"Be  frank." 

"Respect  the  opinions  of  the  paper." 

"Be  courteous." 

"Take  the  newspaper  men  into  your  confidence." 

"Give  the  opposition  of  the  press  due  consideration." 

"Have  confidence  in  reporters  and  editors." 

"Don't  ask  for  suppression  of  unfavorable  news." 

"Editor  should  always  have  the  right  to  edit  any  material." 

"A  newspaper  attack  is  seldom  personal,  merely  a  difference  of  policy." 

"Advertising  is  not  news.    It  should  be  paid  for." 

"Consider  the  interests  and  welfare  of  the  paper." 

3.  Personal  glorification  has  no  place  in  school  news. 
"Keep  yourself  in  the  background." 
"Advertise  your  schools,  not  yourself." 

"Don't  play  to  the  grandstand  for  personal  aggrandizement." 

4.  Give  subordinates  credit  for  work  done. 
"Give  all  departments  an  equal  show." 

5.  Tell  the  truth  always. 
"State  the  real  facts." 
"Be  honest." 

"Be  scrupulously  accurate." 

"Tell  the  truth,  even  though  it  hurts." 

"Put  all  the  cards  on  the  table." 

"In  controverted  questions,  give  both  sides." 

"Never  use  'bunk'  in  school  news." 

"Don't  warp  or  twist  the  interpretation  of  statistics." 

6.  Develop  a  sense  of  proportion  in  handing  out  school  news. 
"Too  much  publicity  is  more  injurious  tiian  none  at  all." 
"Don't  expect  too  much  space." 

"Use  common  sense." 

"Present  only  one  worth  while  matter  at  a  time." 

'  From  Reynolds,  R.  G.     Srhnt.l  Nnvs  in  the  Daily  Newspaper.     1922. 


q8  prm  u  I  TV  ov  c  ity  school  systems 

;.    lX)n't  suppress  iinfavitrahle  facts. 

"Don't  try  to  conceal  defects." 
S.    Never  enter  into  a  newspaper  controversy. 
i).    "Be  independent."   "Be  conservative."    "Be  dignified." 

"No  publicity  at  the  expense  of  the  dignity  of  the  cause  of  education." 

10.  Use  wisdom  in  the  selection  of  subject  matter. 
"Don't  write  unless  you  have  something  to  say." 

"Don't  give  publicity  to  intimate  matters  concerning  pupils  and  teachers." 

"Don't  complain." 

"Don't  boast." 

"Feature  the  everyday  work  of  the  school,  not  only  the  extra  activities." 

"Make  news  specific." 

"Comparisons  are  always  odious." 

"Eliminate  personal  opinion." 

"Don't  exaggerate." 

"Furnish  items  of  national  as  well  as  local  interest." 

"Never  discuss  personalities." 

11.  Avoid  sensationalism. 

12.  "The  less  you  give  the  newspapers,  the  better  you  will  accompli.sh  the 
work  in  your  school." 

"The  public  school  is  an  established  necessity  and  therefore  needs  no 
advertising." 

13.  "Never  use  a  'nom  de  plume'  in  communications  to  the  paper." 

QUESTIONS 

1.  Criticize  the  above  list  of  principles  governing  the  use  of  newspapers  by- 
school  administrators  from  the  standpoint  of  (a)  Completeness;  (b) 
Practice;  (c)  Policy. 

2.  Which  of  these  principles  do  you  consider  open  to  question?  Why? 

3.  What  suggestions  do  you  get  from  this  list  of  principles  which  would  help 
in  the  organization  and  administration  of  other  forms  of  school  publicity? 


IV  A.    ORGANIZATION     CITY   SCHOOL    EDUCATIONAL 

STAFF 

I.   The  Development  of  the  City  Educational  Department. 

A.  Relation  to  the  development  of  the  office  of  city  superintendent. 

1.  Reasons  for  the  emergence  of  the  city  superintendent  as  a  special 
official. 

2.  Nature  of  the  duties  he  had  to  assume. 

3.  Need  of  assistance. 

4.  Kind  of  assistance  obtained. 

B.  Relation  to  changes  in  educational  policies. 

1.  Changes  in: 

a.   Subject  matter.     /;.    Method. 

2.  Demands  for  training  in  supervision  and  administration. 

C.  Relation  to  the  growth  and  development  of  cities. 

1.  Effect  of  size  of  city: 

a.    Number  in  department,     h.    Kinds  of  work  to  be  done. 

2.  Effect  of  location  of  cities. 

3.  Effect  of  past  and  prospective  rate  of  growth. 

II.   Organization  of  a  City  Department  of  Education. 

A.  Principal  functions  of  a  city  department  of  education. 

B.  Staff  necessary'  to  perform  each  function. 

I.   Standards  for  various  sized  cities  in  regard  to: 

a.  Number  in  each  department. 

b.  Preparation. 

c.  Salary  and  tenure. 

C.  Types  of  organization  for  city  educational  departments. 

1.  Relation  of  department  to: 

a.    Board  of  education,     b.   City  superintendent. 
c.   Teachers,     d.   Pupils,     e.    Public. 

2.  Interrelation  of  the  divisions  of  the  department. 

3.  Relation  of  department  of  education  to  city  departments. 

III.   Organization  of  Instruction.\l  and  Supervisory  Staff. 

A.  Some  j)rinciples  which  should  govern  the  organization  of  any  city 
school  system. 

1.  Administrative  responsibility. 

2.  Utilization  of  staff. 

3.  Democracy  of  organization. 

4.  Adjustment  of  local  needs. 
a.   School,     b.   Community. 

B.  Types  of  organizations  now  in  ojjcration. 


UK)  i)K(.  \M/ AllON       llTV  SCIUXM,  KlH'fATIOXAL  STAFF 

C    Proposi>tl  ilianiii's  in  or^ani/aluMi. 
I.    RcadjustmoiUs  lUTOssary  fi)r 

a.    l.roater  teaiiior  participation.     /).    City  size. 
(.    MotluKls  used.     J.    Ciirrieiiliiin  content. 
f.    Centralization  points. 
J.    .\(l\antajies  anil  danijers  in  proposals. 

BIBLIOGRAPHY 

1.  Cubborley,  E.  P.     Public  School  Administration.     Rev.  Ed.  Chap,  xii  and  xiii. 

2.  Hunter,  F.  M.     Relation  of  Supenisors  to  Principals  and  Teachers.     N.  E.  A. 
Proceedings,   p.  300.    1913. 

3.  Monroe,  Paul.     Cyclopedia  of  Education.     See  Index. 

4.  Moore,  E.  C.     How  New  York  City  Administers  Its  Schools.     Chap,  vii  and 

VIII. 

5.  Russell,   Jas.   E.     Organization   of  Teachers.     Pamphlet.     Teachers    College. 
New  York  1920. 

6.  Strayer  and  Engelhardt.      The  Classroom  Teacher.     Chap.  11.     American  Book 
Co.     New  York  1920. 

7.  Surveys.     Butte,   Portland,  St.   Paul,  Gary,   Boston,  Salt  Lake,   Cleveland, 
St.  Louis,  Boise,  Baltimore,  Atlanta,  and  others.     Chapter  on  Administration. 


ORGANIZATION — CITY  SCHOOL  EDUCATIONAL  STAFF  lOI 


PROBLEM 

The  Organization  Chart  of  the  School  System  of  a  City  of  100,000 


]  Board   of  Education    | ' 

Finance  I  Ischoolsl    Isulldlngs  1 


SUPERINTENDEirT 


mmii  mm 


Rursea    |       [| 


g  rullPrln.l 


^    cjj 


Teachera | 


Home 
Visitors 

1 

Mothers 
Glut 

STUDENTS 

Key.  a — Assistant  Superintendent  (Industrial  Education);  B — Medical  Director;  C — Supervisor 
(Kindergarten  and  Elementary);  D — Supervisors  of  Departments;  E — Recreation  Director; 
F — Night  School  Director;  I — Office;  2 — Repairs;  3 — Operation;  4 — Supplies;  5 — Census;  6 — 
Attendance;  7 — Dentist;  8 — Art;  9 — Home  Training;  10 — Industrial  Education;  11 — Music; 
12 — Physical  Education;  13 — Special  Classes;  14 — Writing;  a — Secretary;  b — Statistician; 
c — Chief  Engineer,  Mechanics,  Emergency  Men,  Engineers,  Janitors;  d — Book  Clerk  and 
Assistant  Storekeeper,  Shipping  Clerk  and  Truckman;  e — Accountant,  Clerk  and  Assistants; 
f — Department  Teachers;  g — Special  Class  Teachers. 

QUESTION 

If  yoii  were  elected  superintendent  of  this  cit\  what  changes  in  organiza- 
tion would  you  desire  and  how  would  you  secure  them? 


*  Organization  proposed  in  1919  for  Dulutli,  Minnesota.    (Not  adopted.) 


IV  B.    ORCJANIZATION- COURSES  OF  STUDY 

1.   Stacks  in  nKVEi.oPMENT  of  Modkrn  Courses  of  Study, 

A.  Chansos  in  amtent  of  courses  of  study. 

I.    l-'actors  wliich  have  determined  content. 

B.  Changes  in  methods  of  formulating  courses  of  study. 

1.  By  whoni  done  in  different  stages  of  development. 

2.  Methods  employed  in  determining  content  and  sequence. 

,^.    Modern  attempts  to  vitalize  courses  of  study  by  more  represen- 
tative fornuilation. 

C.  Changes  in  methods  of  administering  courses  of  study. 

1.  Effect  of  changes  in  aims  of  education  involving: 

a.   Administrative  authority,     b.   Number  educated, 
c.    Extent  of  education,     d.   Support. 

2.  Other  changes  affecting  the  administration  of  courses  of  study. 
a.   Social,     b.   Economic,     c.    Political,     d.    Educational. 

II.   Relation  of  the  Courses  of  Study  to  a  City  School  System. 
.\.    Relation  to  the  community,  state  and  nation. 

I.    Factors  which  should  influence  the  courses  of  study. 

B.  Responsibilities  of  board  of  education  for  courses  of  study. 

C.  Relation  to  the  city  superintendent  and  his  staff. 
I.   Effect  of  located  responsibility. 

D.  Relation  to  the  regular  teachers. 

I.   Factors  which  limit  their  participation. 

III.   Methods  of  De\^loping  Courses  of  Study. 

A.  Elements  to  be  determined  beforehand. 

I.   General  content.     2.   Minimum  essentials. 

3.  Local  demands.     4.    Function.     5.   Form. 
6.    Courses  to  be  prepared  or  revised. 

B.  Organizations  for  developing  courses  of  study. 

1.  Principles  involved. 

2.  Results  of  organizations  which  have  been  used. 

3.  Suggestive  organizations. 

a.   For  different  sized  cities,     b.   For  various  subjects. 
c.    For  different  school  divisions  and  plans  of  organization. 

C.  Provisions  for  keeping  courses  of  study  constantly  adjusted. 

I\'.   Methods  of  Administering  Courses  of  Study. 

A.  Factors  determining  the  method  of  administering. 

B.  Provisions  for  flexibility  in  the  courses  of  study. 

C.  Relation  of  courses  of  study  to  supervisory  responsibility. 


ORGANIZATION — COURSES  OF  STUDY  IO3 

BIBLIOGRAPHY 

1.  Bobbitt,    Franklin.     The    Curriculum.      Houghton    Mifflin    Co.    (Riverside 
Textbook  Series).     Boston  1918. 

2.  Bonser,  F.  G.      The  Elementary  School  Curriculum.     Macmillan  Co.     New- 
York  1 92 1. 

3.  Cubberley,  E.  P.   Public  School  Administration.    Rev.  Ed.   pp.  274-320. 

4.  Dewey,    John.     Democracy   and    Education.    See    "Curriculum"    in    Index. 
Macmillan  Co.    New  York  1916. 

5.  Kilpatrick,  \V.  H.    The  Project  Method.   Teachers  College.    1918. 

6.  McMurr>',    Frank.     Elementary    School    Standards.     Chap,    viii    and    ix. 
World  Book  Co.    Yonkers,  N.  Y.  1918. 

7.  Monroe,  Paul.    Cyclopedia  of  Education.    See  topics. 

8.  National  Society  for  the  Study  of  Education  Yearbooks.   14th — Part  l;  i6th — 
Part  l;  17th — Part  l;  l8th — Part  ll;  19th — Part  I. 

9.  Sears,  J.  B.    Classroom  Organization  and  Control,     pp.  123-143.     Houghton 
Mifflin  Co.    (Riverside  Textbook  Series)     Boston  1918. 

10.  Strayer,  G.  D.  Report  of  a  Survey  of  the  School  System,  Butte,  Mont.   Chap.  in. 

1 1 .  Strayer  and  Bachman.  The  Gary  Public  Schools — Organization  and  Adminis- 
tration, pp.  vii-xix,  9-22,  41-58.  General  Education  Board.  New  York 
1918. 

12.  Strayer  and  Engelhardt.    The  Classroom  Teacher.    Chap  11. 


104 


0K(i\MZ\T10N — COURSES  OF  STUDY 


PROBLEM 

Tho  folKiwiiig  is  a  proposed  ory:ani/.ation  for  securing  niaxinuim  cooperation 
in  l)uildinji  and  revising  the  courses  of  study  for  a  city  employing  250  or  more 
teachers. 


BOARD  OF  EDUCATION 


SUPERINTENDENT  OF  SCHOOLS 


5  DenberB 


Advisory  Council  on  Courses  of  Study 
4  members  9  members     4 


10  members 


Elected  by  H.S. 
teachers  in  the 
6  largest  dif- 
ferentiated 
courses,  e.g. 
college  pre- 
naratory,  com- 
mercial, 
etc. 


Departmental 
meetings 


Experimental 

and 
Control  Classes 


1  H.S.  princi- 
pal elected  by 
K.S.  princi- 
pals, 3  elemen- 
tary school 
principals 
elected  by  elem. 
school 
principals 


Principals' 
meetings 


1  teacher 
elected  by 
the  teachers 
in  each  grade 
the  kinder- 
garten, elem. 
and  inter- 
mediate 
school 


Grade 
meetings 


Experimental 
and 


All  asst.  su- 
perintendents, 
general  super- 
visors and 
head  sup«r- 
▼isors  of 
special 
subjects 


Special 
teacher 
meetings 


Control  Clftftaen  I  iControl  Classes 


Experimental 
and 


Discuss  this  plan  from  the  standpoint  of:  (i)  Practicability;  (2)  Adequacy 
ot  representation;  (3)  Size  of  council;  (4)  Location  of  responsibility;  (5)  Re- 
liability of  results. 

Propose  changes  to  meet  your  criticism  in  each  case. 


IV  C.   ORGANIZATION— CITY  SCHOOL  DIVISIONS 

I.   Influences  Which  Have  Changed  School  Divisions. 

A.  Economic  and  social  changes  affecting  place  of  school. 

B.  Development  of  idea  of  publicly  supported  schools. 

1.  Factors  contributing. 

2.  Legal  provisions  necessar>'. 

C.  Needs  for  constant  adjustment  of  schools. 

I.    National.     2.    State.     3.    Local.     4.    Social.     5.    Industrial. 

II.   X'arious  Methods  of  School  Organization. 

A.  The  traditional  eight-four  plan. 

1.  Reasons  for  its  development  and  prevalence. 

2.  School  procedure  which  has  been  adjusted  to  this  plan. 

3.  Advantages  and  disadvantages  of  this  plan. 

4.  EfTect  of  the  size  of  the  city  and  local  conditions. 

B.  Modifications  of  the  school  divisions. 

1.  Reasons  for  early  changes. 

2.  The  junior  high  school  (intermediate  school). 
a.   Advantages. 

(i)  Economic.       (2)  Educational.       (3)  Social. 
(4)  Local  adaptability. 
h.    Various  forms  of  organization. 

c.  EfTect  of  local  needs  on  function,  organization,  staff,  etc. 

d.  Present  status  of  the  junior  high  school  in  the  United  States. 

3.  Prevocational,  cosmopolitan,  comprehensive  and  specialized  high 
schools. 

a.  Results  of  trials  which  have  been  made. 

b.  Coordination  with  higher  and  special  sch(jols  in  the  city. 

4.  The  junior  college. 

a.  Advantages  and  arguments  in  favor  of  junior  colleges. 

b.  Present  status  and  needed  standardizations. 

5.  City  training  schools  for  teachers. 

6.  Institutions  of  higher  learning  supported  by  cities. 

111.    .Modifications  for  Flexibility  of  ("iRading  and  Promotion. 

A.  The  Mannheim  and  other  Euro])ean  ])lans. 

B.  The  best  known  of  American  plans. 

1.  Results  and  limitations  of  each  (Bata\ia,  Cambridgi',   I'uililo, 
Newton,  Gar>',  Winnetka  and  others). 

2.  Elements  of  more  general  a])plicabilit\-. 

3.  Special  classes  and  other  plans. 

C.  Principles  controlling  these  sjjecial  moditualions. 


I06  ORCAM/MU^N — C  ITY  SCHOOL  DIVISIONS 

n.    I.iiics  ul  lutiiif  tlt'vi'loi)im'iit. 
1.    notorminetl  b>': 

(J.    Past  experience,     h.    Hxtciit  of  i)iil)li(-  support. 
( .    KdiicatitMial  oxporiincnts. 

BIBLIOGRAPHY 

liiiggs,  Thomas.      The  Junior  High  School.     Table  of  Contents.     Houghton 
MitHin  (Riverside  Textbook  Series).    Boston  1920. 

C"ubberley,  E.  P.     State  and  County  Educatioiial  Reorganization.     Chap,  iv, 
V,  and  VI.     Macmillan  Co.     New  York  1915. 

3.  Cubberley,  E.  P.     Public  School  Administration.     Rev.  Ed,     Chap,  xvill. 

4.  Cubberley,  E.  P.     Public  Education  in  the  United  States.   Chap,  xiii  and  In- 
dex. 

Inglis,  Alexander.     Principles  of  Secondary  Education.     See  Table  of  Con- 
tents.   Houghton  Mifflin  Co.  (Riverside  Textbook  Series).    Boston  19 18. 
Koos,  L.  V.     Junior  High  School.     Chap.  I  and  11.     Harcourt,  Brace  &  Howe. 
New  York  1920. 

Monroe,    Paul.     Principles   of  Secondary   Education.     Table   of    Contents. 
Macmillan  Co.     New  York  19 19. 

8.  Monroe,  Paul.     Cyclopedia  of  Education.     See  various  topics. 

9.  Surveys:  Butte,  Portland,  Salt  Lake,  St.  Paul,  St.  Louis,  Cleveland,  Denver, 
Gary,  Baltimore,  Atlanta.     Educational  organizations. 

10.    Van  Denburg,  J.   K.     The  Junior  High  School  Idea.     Table  of  Contents. 
Henry  Holt  &  Co.     New  York  1922. 

XOTE.    Extensive  bibliographies  may  be  found  under  the  various  topics,  e.  g.,  Secondary  schools, 
Industrial  schools,  etc. 


ORGANIZATION — CITY  SCHOOL  DIVISIONS 


107 


PROBLEM 

The  following  is  one  of  the  proposed  promotional  and  course  of  study 
plans  for  the  City  of  St.  Louis,  Missouri. 


gj.^^gg  SENIOR  HIGH  SCHOOL 

12th  Sane   curricula  carried    through  the  senior  high  school 

11th  Same   curricula  provided  for   in  the   9th  grade. 

10th  T\yelTe  units  must  be   completed  in  the  senior  high  school 


A  proposed  program  of  course  of  study.  From  The  Junior  Life,  Vol.  V,  No.  i,  1920.   Ben  Blewett 
Junior  High  School. 


1.  Criticise  the  above  as  to:   (i)  Administration;   (2)   Economy  of  time; 
(3)  Attractiveness;  (4)  Educational  desirability. 

2.  What  are  the  special  advantages  of  this  type  of  organization  for  the  junior 
high  school? 


V  A.     SIPERVISION     RELATION  TO  ADMINISTRATION 

I.     DEVELOrMKNT  OK  THE  SUPERVISORY  FUNCTION. 

A.    Clianjjos  in  supervision  as  to — 

1 .    Aims  and  purposes.     2.   Officers.     3.    Methods. 
IV    Relation  of  the  superintendent  to  supervision. 

1.  Location  of  fundamental  responsibility. 

2.  Conditions  under  which  responsibility  may  be  delegated. 
C.   General  principles  governing  school  supervision. 

1 .   Those  having  to  do  with 
(/.    Purpose  of  supervision. 
b.    Responsibility  for  results. 
r.    Courses  of  study. 

d.  Progress  of  children. 

e.  Rating  of  teachers. 

/.    Improvement  of  teachers. 
g.    Local  adjustments. 

IL   Methods  and  Results  of  Supervision. 

A.  Those  based  upon  personal  judgments  of  supervisors. 

1.  Inspectional  supervision. 

a.  By  whom  done. 

b.  Frequency  of  visits. 

c.  Length  of  visits. 

d.  Standards  to  be  used. 

e.  Reliability  of  findings. 

/.    Use  to  be  made  of  results. 

2.  Supervision  through  visiting  and  conferences. 

a.  Occasional  visits. 

(i)   Advantages.     (2)    Limitations. 

b.  Consecutive  or  follow-up  visits  and  conferences. 

(1)  Technique  of  observation. 

(2)  Technique  of  consultation. 

(3)  Extent  to  be  used. 

(4)  Staff  demanded. 

3.  Supervision  through  visiting  by  teachers. 
a.   Advantages,     b.    Dangers. 

c.  Means  of  making  constructive. 

B.  Those  based  upon  more  quantitative  measures. 
I .    Scorecards  for  rating  teachers. 

a.  Stages  of  development. 

b.  Merits  and  faults  of  the  several  cards. 


SUPERVISION — RELATION  TO  ADMINISTRATION  I09 

c.  Success  of  the  method. 

d.  Variations  used  to  correct  objections. 

2.  Schemes  for  teachers  rating  teachers. 

a.  Results,     b.   Advantages,     c.    Possibilities. 

3.  Supervision  through  measurements  of  pupil  achievements, 
o.    Measurements  which  have  been  used. 

b.  Advantages  and  faults  of  each  method. 

c.  Need  for  new  tests  to  show  effects  of  supervision. 

4.  Supervision  through  model  and  demonstration  lessons. 

C.   Other  methods  of  improving  teachers  in  service  (discussed  more 
fully  in  later  chapter). 

BIBLIOGRAPHY 

1.  Cubberley,  E.  P.     Public  School  Administration.     Rev.  Ed.     Chap.  xv. 

2.  McMurry,  Frank.     Elementary  School  Standards.     Chap,  i  to  vii. 

3.  National  Society  for  the  Study  of  Education.      15th  Yearbook,  Part  i.    17th 
Yearbook,  Part  il. 

4.  Nutt,    H.    W.     Supervision    of   Instruction.     Particularly    Chap,  i    and    11. 
Houghton  Mifflin  Co.     Boston,  Mass.  1920. 

5.  Rugg,  H.  O.     "Is  the  Rating  of  Human  Character  Possible?"    Journal  of 
Educational  Psychology,  Nov.  1921,  Dec.  1921,  Jan.  1922,  Feb.  1922. 

6.  Salt  Lake  City  Survey.     Report  of  a  Survey  of  the  School  System.    Chap.  v. 
World  Book  Co.     Yonkers,  N.  Y.  1916. 

7.  Sears,  J.  B.     Classroom  Organization  and  Control.     Chap.  xvii. 

8.  Smith,  H.  L.     A  Survey  of  a  Public  School  System.     Chap.  viii.     Teachers 
College.     New  York  1917. 

9.  Strayer,  G.  D.     A  Brief  Course  in  the  Teaching  Process.     Chap.  xvii.     Mac- 
millan  Co.     New  York  1919. 

[o.    Strayer,  G.   D.     Some  Problems  in  City  School  Administration.     Chap.   11 

and  v.     World  Book  Company.     New  York  1916. 
[I.    Strayer  and  Engelhardt.      The  Classroom  Teacher.     Chap.  in. 


1  lo  srri;R\  isioN — rrlatiox  to  administration 

PROBLEM  1 

The  following  is  a  brief  account  of  the  way  a  city  superintendent  in  a  small 
city  handled  the  case  of  an  inefiicicnt  teacher  he  found  on  his  stafT. 

A  superintendent  had  a  very  inct^icient  fourth  grade  teacher  in  one  of  his  schools. 
She  had  a  high  school  education  and  had  been  in  the  system  fifteen  years  before 
he  went  to  that  place,  and  was  strong  social!}-,  having  many  friends  among  her 
patrons  and  in  the  community.  He  tried  to  build  up  her  work  by  visits  to  her 
class  and  conferences  over  her  methods,  but  her  resentful  attitude  toward  super- 
vision made  his  efforts  futile.  He  recommended  attendance  at  a  summer  session 
of  a  normal  school  and  only  succeeded  in  arousing  resentment  to  the  extent 
that  she  told  a  number  of  her  local  friends  that  she  was  being  persecuted  by  the 
superintendent. 

This  resulted  in  a  self  appointed  committee  of  friends  and  patrons  visiting  the 
superintendent  in  this  teacher's  behalf.  He  told  them  that  he  appreciated  their 
interest  in  the  matter,  promised  a  careful  investigation  and  asked  them  to  return 
a  week  from  that  day.  He  then  gave  the  Courtis  Test  for  addition  and  subtrac- 
tion, a  composition  scored  by  the  Hillegas  scale  and  the  writing  by  Thorndike's 
scale,  and  Trabue's  Completion  Test  in  this  teacher's  room,  in  the  grades  above 
and  below  hers  in  the  same  building  and  in  the  same  grades  in  other  buildings, 
and  presented  the  results  to  the  teacher  with  the  privilege  of  examining  the 
results  and  the  correction  of  the  papers.  The  results  showed  her  inefficiency  so 
plainly  that  she  asked  for  the  privilege  of  meeting  the  committee  with  him  on  the 
next  day  and  also  for  a  year's  leave  of  absence  in  which  to  attend  the  state  normal 
school. 

QUESTIONS 

1.  Do  you  consider  this  as  an  evidence  of  skill  in  supervision?   Why? 

2.  Was  it  better  than  to  recommend  her  for  reappointment?    For  the  City? 
For  the  Superintendent? 

3.  Was  that  a  legitimate  use  to  make  of  standard  tests?    Did  it  impair  the 
use  of  those  tests  for  more  important  uses? 

4.  Do  you  consider  the  tests  were  adequate?   In  number?   In  subjects  tested? 
What  tests  would  you  have  used  had  you  followed  the  above  plan? 

5.  What  other  methods  might  have  been  used  in  this  case?   How  would  they 
have  been  better  than  the  method  used? 

PROBLEM  2 

Criticise  the  following  report  of  the  actual  things  done  by  a  principal  to 
improve  the  work  of  a  weak  teacher  with  regard  to: 

1 .  Value  of  the  methods  and  devices  used. 

2.  What  modifications  or  additions  w^ould  you  suggest  for  the  treatment  of 
this  case? 

3.  Is  there  opportunity  for  the  teacher  to  assume  responsibility  for  her  own 
improvement? 

4.  Is  it  practicable  to  demand  reports  in  this  detail  from  principals  in  public 
schools? 


SUPERVISION — RELATION  TO  ADMINISTRATION  III 

REPORT  ON  EFFORTS  TO  HELP  ONE  TEACHER  IN SCHOOL 

I.  After  se\eral  short  visits  at  different  times  and  in  different  kinds  of  work, 
I  made  this  analysis  of  her  weaknesses  and  of  features  of  the  work  in  which  she 
needed  help  and  direction. 

1 .  Waste  of  time  in  changing  from  one  class  to  another. 

2.  Failure  to  keep  children  in  studying  sections  busy  at  profitable  work. 

3.  Failure  to  analyze  the  real  difificulties  the  children  met  in  class  work. 

4.  Lack  of  fire  and  spirit  in  all  of  the  "so-called"  drill  work. 

5.  Poor  arrangement  of  board  work. 

6.  Permitting  children  to  acquire  slovenly  habits  in  written  work. 

7.  Careless  mistakes  in  checking  up  the  children's  work.  She  frequently 
gave  100  per  cent  on  a  paper  that  was  not  worth  100  per  cent. 

II.    Efforts  made  to  help  general  attitude. 

1.  Through  general  teachers'  meetings  we  sometimes  made  one  of  these 
weaknesses  a  subject  of  discussion  in  a  particular  meeting.  Teachers 
had  a  chance  to  express  themseh'es  freel>'  on  such  phases  of  the  work  and 
valuable  contributions  were  made  by  all.  Through  this  discussion  this 
particular  teacher  had  a  chance  to  benefit  by  the  experience  of  others  and 
she  got  the  general  feeling  on  this  particular  subject. 

2.  Through  smaller  group  meetings,  for  instance  a  meeting  of  all  arithmetic 
teachers.  Here  plans  and  devices  were  suggested  by  different  teachers 
which  they  had  found  to  be  good.  Where  I  had  observed  some  teacher 
using  some  helpful  device,  I  asked  her  to  tell  us  all  about  it. 

3.  Through  individual  conference  with  this  particular  teacher  after  each 
visit  made.  By  reference  to  my  visiting  book  to  which  each  teacher  has 
access,  we  were  able  to  talk  about  specific  points  observed,  and  the 
teacher  had  a  chance  not  only  to  get  my  views,  but  I  had  a  chance  to 
get  hers. 

III.    Efforts  made  to  correct  jwrticular  weaknesses: 

1.  Through  visits  to  other  teachers. 

a.  To  Miss (F"ourth  Month). 

-Miss excels  in  ability  to  pass  quickly  from  class  to  class  and 

to  get  the  children  settled  down  to  work  with  very  little  time  cost. 

I  went  with  this  teacher  into  Miss 's  room,  having  told  her 

before  that  this  was  the  Thing  I  wanted  her  to  observe. 

b.  To  Miss (Fourth  Month). 

Miss excels  in  neatness  and  arrangement  of  board  work  and  in 

quality  of  black-board  writing. 

c.  To  Miss (Fourth  Month). 

Miss    excels   in    drawing    work,   in    neat    ajjpcarance   of    her 

room  and  in  good  drill  work  in  arithmetic. 

In  each  visit  the  teacher  knew  beforehand  the  specific  thing  which  she  was  to 
observe,  and  in  a  conference  with  me  after  each  visit  we  brought  out  prominently 
the  contrast  between  the  work  observed  and  her  own  work. 

2.  Through  suggestions  of  the  principal. 

ii.    In  my  visiting  book  December  l,  8,  and  16,  l-(liriiar\   5  and  ii>,  jind 
April  2. 


1  ij  SIPKRVISION-     RFI  ATION  TO  ADMINISTRATION 

h.    Ill  iiuli\iiliial  confereiucs. 

r.  Uy  taking  a  class  in  aritliinetif  <ine  periDcl  to  show  the  cconoiny  of 
finding  out  who  in  the  class  needed  help  and  how  to  give  it  to  them, 
and  at  the  same  time  keep  the  rest  of  the  class  profitably  employed. 

</.  By  discovering  a  few  cases  wherein  the  children  had  been  permitted 
to  form  wrong  habits  without  the  teacher's  knowing  wherein  the 
trouble  was,  I  tried  to  make  her  see  the  importance  of  first  being 
sure  that  each  child  knew  the  right  method  of  procedure  before  giving 
any  drill  work. 

c.    Called  attention  to  lack  of  neatness  in  children's  work. 

/.  Encouraged  children  who  were  not  doing  their  best  work  to  come  to 
me  and  show  me  their  work  whenexer  it  was  ver>-  good. 

g.  Asked  the  other  teachers  with  whom  she  was  most  closely  associated 
to  offer  such  suggestions  as  in  their  judgment  could  be  offered  tact- 
fully. (In  all  cases  where  this  was  done,  such  suggestions  were 
received  in  the  spirit  intended.) 

/;.  Two  or  three  cases  of  complaint  from  patrons  about  carelessness  in 
grading  papers  came  to  me.  In  each  case  I  advised  the  patron  to  see 
this  teacher  and  to  call  her  attention  to  such  mistakes,  not  in  a  critical 
or  unfriendly  way,  but  in  the  desire  to  help  her.  This  method  of 
calling  attention  to  such  mistakes  I  felt  to  be  more  effective  than 
my  going  to  her  and  telling  her  that  such  complaint  had  come  to  me. 
(Am  satisfied  that  it  was  the  better  method.) 

/.  We  enlisted  cooperation  of  the  home  in  certain  cases  where  children 
needed  outside  help  and  in  other  cases  where  children  were  trouble- 
some in  school.  Teacher  brought  this  about  through  notes  or  personal 
conferences  with  the  parents. 

j.  By  dropping  into  the  room  just  for  a  minute  or  two,  and  commending 
anything  at  all  that  seemed  good.  These  short  stops  I  did  not  consider 
visits.  (By  a  visit  I  mean  observing  during  one  or  more  full  recitation 
periods.    I  have  made  this  teacher  fifteen  such  visits  this  year.) 

Note.    From  Smith,  H.  L.,  A  Survey  of  a  Public   School  System,     pp.   257  f.     Teachers   College, 
Columbia  University,  New  York.    1917. 


V  B.   SUPERVISION— RELATION  TO  ACHIEVEMENT 
OF  CHILDREN 

\.  Administrative  Responsibility  for  Pupil  Achievement. 

A.  Public's  vital  interest  in  results  of  school  work. 

1.  In  actual  work  done. 

2.  In  adaptability. 

3.  In  citizenship  training. 

B.  Fixing  of  responsibility  upon  administrative  head. 

C.  Need  for  supervision  and  knowledge  of  product  produced. 

II.   Methods  of  Determining  the  Work  of  Children. 

A.  Necessity  for  group  instruction  and  its  results. 

B.  Achievement  measured  by  promotion. 
I.    Methods  of  determining  promotion. 

a.   Advantages,     b.   Temptations,     c.    Faults. 

C.  Achievement  measured  by  examinations. 

1.  Nature  of. 

2.  By  whom  given. 

3.  Reliability  of  results. 

D.  Achievement  measured  by  standard  tests  and  scales. 

1 .  Difference  in  nature  and  use  between  standard  tests  and  scales. 

2.  The  technique  of  giving  tests  so  that  results  are  comparable. 
a.    Directions,     h.   Time    allowed. 

c.   When    given,     d.   Scoring. 

e.   Tabulation.    /.    Interpretations. 

3.  Various  tests  and  scales  with  methods  of  using. 

a.  General  intelligence. 

(i)    Individual.    (2)    (irou]). 

b.  For  specific  subject,  ability  or  process. 
(i)    For  various  school  divisions. 

(2)  Advantages  of  each. 

(3)  Standards. 

(4)  Where  comparable  results  ma\  be  secured. 

4.  Other  uses  for  standard  tests  and  scales. 
a.    By  teachers,     h.    By  pupils. 

III.   Use  of  Measurements  of  Pupil  Achievements  in  Supervision. 

A.  Uses  which  supervisors  can  make  of  examination  grades. 

1.  Report  cards. 

2.  Age  and  grade-i)rv)grcss  studies. 

B.  Use  of  subject  tests  in  supervision. 
I.   Need  for  a  program  of  tests. 


1  1  J        SI  IMRVISION  —  RKI.ATION  TO  ACHIEVEMENT  OF  CHILDREN 

C".    Intolliiioiico  tests  aiul  buroans  of  ineasuiTimMit  in  supervision. 

1.  StatT  needed. 

2.  Extent  of  teacher  participation. 

W.    Vi.ACE  OF  School  Surveys  in  Supervision. 

A.  X'arious  organizations  In'  whom  it  may  be  done. 

B.  Form  and  extent  desirable  for  various  situations. 

C.  l^ses  to  be  made  of  findings. 

W   A  Progr.vm  of  Constructive  Supervision. 
A.    Elements  which  it  should  include. 

BIBLIOGRAPHY 

1.  Bliss,  Don  C.  Methods  attd  Standards  for  Local  School  Surveys,  Chap,  iv  and 
VI.     D.  C.  Heath  &  Co.     New  York  1918. 

2.  Cubberley,  E.  P.  Ptiblic  School  Adniinislration.  Rev,  Ed.  Chap,  xix, 
Bibliography,    p.  7.  P- 330-3I- 

3.  McCall,  \V.  A.  How  to  Measure  in  Education.  Part  i.  Macmillan  Co.  New 
York  1922. 

4.  Monroe,  Devoss  and  Kelly.  Educational  Tests  and  Measurements.  Bibliog- 
raphy for  each  subject.  Houghton  MifiHin  Co.  (Riverside  Textbook  Series.) 
Boston  19 1 7. 

5.  National  Society  for  the  Study  of  Education.     14th  and  lyth  Yearbooks. 
Extensive  bibliography.     Chap,  xiil  of  lyth   Yearbook. 

6.  Strayer,  G.  D.  Reports  of  Committee  on  Standards  and  Tests  for  Measuring  the 
Efficiency  of  Schools.     N.  E.  A.     1915,  1916. 

7.  Strayer  and  Norsworthy.  How  to  Teach.  Chap.  xv.  Macmillan  Co.  New 
York  191 7. 

8.  Surveys:  Sections  on  Measurement  and  Achievement. 


SUPERVISION — RELATION  TO  ACHIEVEMENT  OF  CHILDREN 


115 


PROBLEM 

The  two  following  tables  give  the  results  of  testing  the  5A  and  5B  classes 
of  a  city  school  system  in  the  subject  of  Composition.  The  classes  all  wrote 
on  the  same  subject,  were  given  the  same  directions  and  the  same  amount  of 
time.  The  papers  were  scored  by  three  competent  judges  using  the  Nassau 
County  Supplement  to  the  Hillegas  Composition  Scale.  The  A  classes  are 
the  entering  5th  grade  classes.  The  B  classes  are  doing  the  second  semester's 
work  of  the  fifth  grade. 

5  A  Grade 


School 

Score 

Y 

G 

H 

B 

I 

P 

W 

X 

Total 

I.I 

2 

I 

3 

1-9 

6 

I 

4 

9 

3 

23 

2.8 

II 

15 

3 

14 

II 

9 

II 

II 

85 

3-8 

8 

22 

30 

23 

13 

9 

16 

22 

143 

50 

2 

3 

5 

I 

4 

3 

3 

7 

28 

6.0 

I 

I 

2 

Total 

29 

41 

39 

38 

32 

31 

34 

40 

284 

Median 

2.94 

3-55 

392 

3-56 

341 

2.96 

3-53 

3-77 

3-56 

5  B  Grade 


School 

Score 

Y 

G 

H 

B 

I 

P 

W 

X 

Total 

I.I 

2 

I 

2 

5 

10 

1-9 

5 

10 

12 

12 

6 

13 

2 

60 

2.8 

15 

25 

16 

II 

25 

15 

4 

9 

120 

3-8 

9 

10 

3 

6 

8 

21 

7 

64 

5-0 

4 

I 

I 

9 

7 

22 

6.0 

3 

3 

Total 

33 

48 

32 

32 

39 

33 

39 

23 

279 

Median 

311 

2.83 

2.56 

2.74 

2.89 

2.27 

4.02 

372 

2.93 

Note.    From  The  Survey  of  the  Schools  of  Palerson,  New  Jersey.   1918. 


QUESTIONS 

1.  What  conditions  do  the  above  tables  show  you,  a  superxisor  in  charge  of 
the  elementar>'  schools,  to  exist  in  the  5th  grade  work  in  coniiKisilidn? 

2.  What  possible  explanations  could  you  offer? 

3.  What  recommendations  would  you  make.'' 

4.  How  would  the  above  facts  affect  your  supervisory  program  lor  tiial  year? 


VC.    SUPERVISION    TRAINING  OF  TEACHERS 
IN  SERVICE 

1.    Relation  of  Supervision  to  Teacher  Supply. 

A.  Elements  controlling  the  supply  of  teachers. 

1.  Economic. 

2.  Educational. 
,V   Social. 

B.  The  effect  of  the  high  turnover  in  teaching. 

1 .  Reasons  for. 

2.  Ways  of  overcoming. 

3.  Effect  on  administration  and  supervision  of  city  schools. 

C.  Responsibility  for  growth  of  teachers. 

1.  State. 

a.    Departments,     b.    Limitations. 

2.  Institutions  of  higher  education. 

a.    Kinds  of  service,     b.   Coordination  with  other  agents. 

3.  City. 

a.   E.xtent  of  responsibility  and  determining  elements. 

II.   Methods  of  Promoting  Growth  While  Teaching. 

A.  Constructive,  follow-up  supervision. 

1.  Amount  desirable. 

2.  Kind  of  supervisors. 

3.  Technique. 

4.  Results  to  beexpected. 

5.  Holding  supervisors  responsible. 

B.  Teachers'  meetings  and  local  institutes. 

1.  Frequency. 

2.  Homogeneity  of  groups. 

3.  Methods  of  conducting. 

4.  Kinds  of  topics  studied. 

5.  Use  and  value  of  demonstrations. 

6.  Responsibility  of  administrative  staff. 

C.  Educational  investigations. 

1.  Type  of  studies. 

2.  By  whom  made. 

3.  Use  of  results. 

4.  Relation  to  City  Bureau  of  Educational  Research. 

5.  Use  of  objective  scales  and  measurements. 

6.  Use  of  control  groups. 

D.  Teacher  participation  in  making  courses  of  study. 
I.  Extent.    2.   Methods.    3.    Responsibility. 


TRAINING  OF  TEACHERS  IN  SERVICE  II7 

E.  Use  and  adjustment  of  textbooks. 

I.   Ways  in  which  teachers  may  assist  in  selection. 

F.  Teacher  visiting  and  leaves  of  absence. 

1.  How  frequently  given. 

2.  How  to  insure  value. 

3.  Relation  to  salary-. 

G.  Community  problems  and  social  surveys. 

1.  Source  of  problems. 

2.  Teachers'  part. 

3.  Nature  of  problems  included. 
H.  Educational  exhibits. 

I.   Where  held.     2.    For  whom  intended. 

3.   Content.     4.    Method  of  selection. 
I.     Extension  courses,  reading  circle  work  and  summer  schools. 

I.   How  encouraged.     2.    How  made  useful. 

3.   Administrative  approval  when  necessary-. 
J.    Teacher  participation  on  program  of  teacher  promotion. 

1.  Extent  of  responsibility.'. 

2.  Results  to  be  gained. 

HI.   Teachers,  Professionalism  and  Cooperation. 

BIBLIOGRAPHY 

1.  Cubberley,    E.    P.     Public    School   Administration.     Rev.    Ed,     Chap.    xv. 
(See  bibliography.) 

2.  Dutton,  S.  T.  and  Snedden,  David.     Administratiori  of  Public  Education  in  the 
United  States.     Chap.  xvi. 

3.  Nutt,  H.  W.      The  Supervision  of  Instruction.     Especially  Chap,  x,  xi  and  xil. 

4.  Ruediger,  W.  C.    Agencies  for  Improvement  of  Teachers  in  Service.    United 
States  Bureau  of  Education,  Bui.  No.  3.    191 1. 

5.  Russell,  Charles.     The  Improvement  of  City  Elementary  Teachers  in  Service. 
Teachers  College.     New  York  1922. 

6.  Strayer,  G.  D.     A  Brief  Course  in  the  Teaching  Process.     Chap.  xvii. 

7.  Strayer  and  Engelhardt.    The  Classroom  Teacher.     Chap.  in. 

8.  14th  Yearbook  of  National  Society  for  the  Study  of  Education.     Part  11. 

9.  1 2th  Yearbook  of  National  Society  for  the  Study  of  Education,     pp.  67  ft'. 


Il8  TRAINING  OF  TEACHERS  IN  SERVICE 

PROBLEM 

An  ll.\TRA(  t  tkom  the  Report  ov  the  Hoard  ok  Education,  Decatur,  III 

TEACHERS  MEETINGS  AT  DECATUR,  ILL.^ 

Proki>>u>nai.  Meetings:  The  professional  work  of  the  year  sought  to  build 
upon  what  had  been  accomplished  the  preceding  year,  hence  the  work  was 
organized  and  differentiated  along  lines  similar  to  those  pursued  the  year  before. 
The  work  done  will  be  tersely  indicated  under  the  head  of  each  kind  of  meeting 
held. 

General  Meetings: 

The  Agencies  of  the  School,  September  5,  superintendent  of  schools. 

The  Use  and  Interpretation  of  Maps,  September  25,  R.  H.  Allin,  Chicago. 

The  Ideal  Teacher,  November  6  (home  of  superintendent  of  schools).  Prof. 
\V.  C.  Bagley,  University  of  Illinois. 

Some  Essentials  of  Language  Power,  December  11,  Supt.  W.  A.  Furr,  Jackson- 
ville, 111. 

The  New  Boy,  December  21,  A.  E.  Winship. 

Taking  Advantage  of  the  Play  Instinct  in  Arithmetic  Work,  January  20,  Prof. 
C.  W.  Stone,  Farmville  (Virginia)  State  Normal. 

Teaching  Children  to  Study,  February  16,  Prof.  George  D.  Strayer,  Columbia 
University. 

Language  in  the  Grades,  February  26  (two  lectures),  Supt.  O.  I.  Woodley, 
Passaic,  N.  J. 

Meetings  of  the  Central  Illinois  Teachers'  Association  in  our  city  March  19-20. 

Cabinet  Meetings:  . 

November  5:  Earhart's  Factors  in  logical  study. 

December  10:  Earhart's  Factors  in  logical  study  (completed). 

February  11:  The  educational  situation,  Dewey. 

March  11:  Ethical  principles  underlying  education,  Dewey. 

April  20:  Ethical  principles  underlying  education,  Dewey  (completed). 

May  20:  Interest  as  related  to  will,  Dewey. 

The  cabinet  meetings  were  of  great  value  to  all.  Attendance  upon  them  was 
required  of  the  principals  and  special  teachers  only,  but  any  other  teachers  were 
at  liberty  to  come.  With  one  exception,  they  were  so  largely  attended  that  we 
were  compelled  to  provide  chairs  in  one  of  the  large  high-school  session  rooms  to 
seat  all  who  came.  In  these  meetings  the  discussion  while  more  theoretical  than 
immediately  practical,  was  always  finally  focused  upon  our  local  problems  and 
their  solution.  Discussion  ran  free  in  all  of  these  meetings,  making  them  of  great 
inspirational  value. 

Grade  Meetings: 

Grades  i,  3,  and  5:  September  17,  Motivizing  school  work. 

Grades  i,  3,  and  5:  October  9,  The  new  copy  books  and  their  use,  B.  D.  Berry. 

Grades  i,  3,  and  5:  October  22,  Motivizing  school  work  (continued). 

Grades  i,  3,  and  5:  December  4,  An  organic  view  of  some  factors  of  the  school. 

Grades  i,  3,  and  5:  February  4,  The  second  term's  work. 

'From  Ruediger,  W.  C,  Agencies  for  the  Improvement  of  Teachers  in  the  Service.  U.  S.  Bureau 
of  Education,  BulL  No.  3,  191 1,  P-  80  f. 


TRAINING  OF  TEACHERS  IN  SERVICE  I  If) 

Grades  i,  3,  and  5:  April  29,  Examination  papers  in  arithmetic. 

Grades  2,  4,  and  6:  September  18,  Motivizing  work. 

Grades  2,  4,  and  6:  October  9,  The  new  copy  books  and  their  use,  B.  D.  Berrv. 

Grades  2,  4,  and  6:  October  23,  Motivizing  school  work  (continued). 

Grades  2,  4,  and  6:  December  4,  An  organic  view  of  some  factors  of  the  school. 

Grades  2,  4,  and  6:  February  5,  The  second  term's  work. 

Grades  2,  4,  and  6:  April  30,  Examination  papers  in  arithmetic. 

Grade  7:  September  21,  Motivizing  school  work. 

Grade  7:  October  9,  The  new  copy  books  and  their  use,  B.  D.  Berry,  Chicago. 

Grade  7:  October  26,  Motivizing  school  work  (continued). 

Grade  7:  December  4,  An  organic  view  of  some  factors  of  the  school. 

Grade  7:  February  8,  The  second  term's  work. 

Grade  7:  May  3,  Examination  papers  in  arithmetic. 

In  addition  to  the  above  meetings,  the  first-grade  teachers  held  five  meetings 
in  a  study  of  primary  reading  work.  Miss  Barnett,  at  the  E.  A.  Gastman  School; 
and  Miss  Montgomery,  at  the  Warren  Street  School,  began  a  test  of  the  merits 
of  the  Aldine  reading  system  during  the  second  semester,  and  two  visits  to  see 
the  work  of  each  teacher  were  made  by  all  of  the  first-grade  teachers.  Following 
the  observation  work,  at  each  visit,  problems  growing  out  of  the  work  visited  or 
out  of  primary  reading  in  general  were  discussed  in  round  table.  Near  the  close 
of  the  year  all  of  the  first  and  second  grade  teachers  visited  Miss  Alice  Mead's 
first-grade  reading  work  to  note  the  excellent  results  she  was  securing  in  the 
development  of  her  iB  reading  upon  the  basis  of  Mother  Goose  rhymes. 
Building  Meetings:  These  meetings  were  held  under  the  direction  of  the 
principal  in  each  building  every  four  to  six  weeks.  Reports  lead  me  to  believe 
these  meetings  were  well  planned  and  very  profitable. 
Elementary  Schools:  Discussions  based  upon  Prof.  W.  C.   Bagley's  Classroom 

Management. 
High  School:  Discussions  based  upon  Prof.  DeGarmo's  Principles  of  Secondary 

Education.   This  discussion  was  preceded  at  each  meeting  by  a  report,  followed 

by  discussion,  upon  articles  of  educational  significance  in  the  current  magazines 

The  following  programs  were  executed  during  the  school  year: 

October  I2,  3.30  P.M.,  in  physical  laboratory:  English  in  the  high  school. 
January  14:  The  sciences.  May  12:  Some  of  the  problems  of  administration. 

November  10:  Mathematics.      March  8:  Economics. 
December  9:  The  languages.        April  13:  (a)  Art;   (b)  Physical  education. 
February  12:  History.  Reports  in  reference  to  recent  conventions. 

But  one  meeting  distinctively  for  principals  was  conducted  during  the  yvuv. 
This  was  a  business  meeting  near  the  opening  of  school. 

Also,  but  one  meeting  of  the  janitors  was  held.  At  this  meeting  we  considered 
the  relation  of  the  janitor's  work  to  the  welfare  of  the  school. 

Among  the  most  important  meetings  of  the  year  were  those  of  the  committees 
working  on  the  course  of  study  in  the  English  group  of  subjects. 

QUESTIONS 

1.  Does  this  program  provide  ade(juately  for  all  grades? 

2.  Are  the  topics  treated  too  general?  Tocj  sijecitic?    Practical?    I'liilrd? 
T,.    List  any  changes  you  would  consider  desirable. 


VI  A.    THE  STAFF     PREPARATION,  SELECTION, 
TENURE  AND  PROMOTION 

1.   Preparation  ok  Teachers  for  City  School  Systems. 

A.  Relation  to  the  state  system  of  teacher  training. 

1.  Fxtent  of  training  given. 

2.  Xuniber  of  students  trained. 

3.  Provision  for  elementary,  junior  and  senior  high  school. 

4.  Provision  for  special  teachers,  supervisors,  etc. 

5.  Content  and  nature  of  courses  given. 

a.    Minimal  requirements,     b.    Present  tendencies. 

B.  City  suppt)rted  teacher  training  schools. 

1 .  Relation  to  state  system. 

2.  Advantages  and  disadvantages. 

C.  Relation  of  preparation  to  state  certification. 
I.    Principles  underlying  state  certification. 

(i.    By  whom  given,     b.   To  whom.     c.    Kinds. 
d.    Renewals,     e.   Standardization. 

II.   Selection  of  Teachers  for  City  School  Systems. 

A.  Development  of  various  methods  of  selection — results. 

B.  Principles  which  should  control  selection  of  teachers. 

1.  General  principles. 

2.  Standards  w'hich  should  govern  action. 

3.  Elements  to  be  considered  in  selection. 

a.  Preparation,    b.  Experience,    c.  Personal  abilities,    d.  Health. 

C.  The  responsibility  of  the  superintendent  in  the  selection  of  teachers. 

D.  Methods  of  selection  from  among  candidates. 

1.  Handling  applications. 

a.   Form.     b.   Content,     c.    Photo. 

2.  Interview. 

3.  References. 

4.  Filing  data. 
Notifications  of  election,  etc. 
Use  of  employment  bureaus  of  colleges,  teachers'  agencies,  etc. 


111.   Tenure  of  Teachers  in  City*  School  Sy'stems. 
A.    Principles  involved  in  all  regulation  of  tenure. 

1 .  For  whose  protection. 

2.  To  what  members  of  staff  applied. 

3.  Advantages  of  secure  tenure. 

4.  Abuses. 

5.  Probation  periods. 


THE  STAFF — PREPARATION,  SELECTION,  TENURE  AND  PROMOTION     121 

6.  Relation  to  dismissal. 

7.  Relation  to  promotion,  assignment  and  sui^ply  of  new  teachers. 

B.  Present  status  of  teaching  tenure — typical  cases. 

C.  Desirable  regulation  and  modification. 

IV.   Promotion  of  Teachers  in  City  School  Systems. 

A.  Definition  of  promotion  in  teaching. 

B.  Principles  which  should  govern  the  promotion  of  teachers. 

1 .  Quality  of  service. 

2.  Quantity  in  amount  and  variety  of  work. 

3.  EtTect  on  the  individual. 

4.  Effect  on  others. 

5.  Means  of  measuring  the  bases  of  promotion. 

C.  Relation  of  supervision  to  promotion. 

BIBLIOGRAPHY 

1.  Bagley,  \V.  C.     The  Professional  Preparation  of  Teachers.     Chap,  i,  iii,  v. 
Carnegie  Foundation.     New  York  1920. 

2.  Ballou,  F.  W.     The  Appointment  of  Teachers  in  Cities.     Harvard  University 
Press.     Cambridge,  Mass.  1915. 

3.  Cubberley,  E.  P.  Public  School  Administration.   Rev.  Ed.  Chap,  xiv  and  xvi. 

4.  Cubberley,  E.  P.  and  Elliott,  E.  C.     Source  Book.     Division  vi.     Macmillan 
Co.     New  York  19 15. 

5.  Dutton,  S.  T.  and  Sneddon,  David.     Administration  of  Public  Education  in  the 
United  States.     Chap.  xv. 

6.  Evenden,  E.  S.     Teachers'  Salaries  and  Salary  Schedules  in  the  United  States. 
pp.  59-63,  and  73-74.    N.  E.  A.     Washington,  D.  C.  1919. 

7.  Monroe,  Paul.     Cyclopedia  of  Education.     See  topics  of  outline. 

8.  Ruediger,  W.  C.     Agencies  for  the  Improvement  of  Teachers  in  Service,     pp. 
116  f. 

9.  Sears,  J.  B.     Classroom  Organization  and  Control.     Part  vi. 

Note.   See  other  syllabus  sheets  for  teacher  rating,  supervision,  and  the  like. 


122    Tni£  STAFF — I'KHPAKA TION,  SHI.HCTION.  TENURE  AXD  PROMOTION- 
PROBLEM 

Promotion  of  Teachers  ' 

The  Cliica^^i)  plan  for  the  examination  and  the  promotion  of  teachers  is 
given  in  the  following  extracts  from  the  "Rules  of  the  Education  Department 
of  the  Board  of  Education,"  adopted  May  i8,  1910.  The  maximum  salary  in 
the  lower  group  is  reached  in  nine  years  by  elementary- -school  principals,  in 
se\en  years  by  high-school  teachers,  and  in  seven  years  by  elementar>--school 
teachers.  The  upper  groups  are  subject  to  further  increases  for  fourteen,  five, 
and  three  years,  respectively. 

Section  123.  Grouping  of  principals  and  teachers.  There  shall  be  two  groups 
of  principals;  of  teachers  in  high  schools;  of  teachers  in  elementary  schools. 
The  groups  shall  have  different  salary  schedules.  Promotion  from  lower  to  upper 
group  shall,  upon  fulfilling  the  requirements,  be  by  vote  of  the  board  of  education, 
upon  reconuiiendation  of  the  superintendent. 

Section  124.  Promotion  from  lower  to  upper  grotip:  elementary  principals. 
Elementary  principals,  who  have  served  a  year  at  the  maximum  salary  of  the 
lower  group  and  whose  efficiency  for  the  year  immediately  preceding,  as  shown 
by  the  records  in  the  superintendent's  office,  is  good,  excellent,  or  superior,  shall 
be  eligible  to  promotion  to  the  upper  group  upon  attaining  a  mark  of  80  per  cent, 
or  more,  in  an  examination  in  professional  work,  including  school  management, 
psychology,  educational  principles  and  methods,  and  the  history  of  education. 

Section  125.  Promotion  from  lower  to  upper  group:  teachers  in  high  schools. 
Teachers  in  high  schools,  who  hold  general  or  limited  certificates,  who  have  served 
a  year  at  the  maximum  salary  of  the  lower  groups,  and  whose  eflficiency  for  the 
year  immediately  preceding,  as  shown  by  the  records  in  the  superintendent's 
office,  is  good,  excellent,  or  superior,  shall  be  eligible  to  promotion  to  the  upper 
group  upon  attaining  a  mark  of  80  per  cent,  or  more,  in  an  examination  in  school 
management,  psychology,  the  histor\'  of  education,  and  educational  principles 
and  methods,  particularly  in  application  to  students  and  subject  matter  in  the 
high  schools.  Only  those  high  school  teachers  who  have  complied  with  the 
requirements  for  promotion  to  the  upper  group  shall  be  eligible  for  election  to 
principalships. 

Section  126.  Promotion  from  lower  to  upper  group:  teachers  in  elementary  schools. 
Teachers,  regular  and  special,  in  the  elementary  and  in  the  practice  schools 
shall  be  eligible  to  promotion  to  the  upper  group  upon  fulfilling  the  three  require- 
ments named  below: 

1.  They  shall  have  served  one  year  at  the  maximum  salary  of  the  lower  group. 

2.  They  shall  have  received  an  efficiency  ra'ting  of  good,  excellent,  or  superior  for 
the  year  immediately  preceding,  as  shown  by  records  in  the  office  of  the  super- 
intendent. 

3.  They  shall  have  met  one  of  the  following  conditions: 

a.  They  shall  have  written  both  the  paper  in  professional  study  and  the 
pap)er  in  an  academic  field  required  in  the  promotional  examination  (sec. 
127),  and  shall  have  attained  an  average  of  80  per  cent,  or  more. 

b.  They  shall  have  passed  the  examination  in  professional  study  (sec.  127-a) 
and  shall  hold  an  elementary-  principal's  certificate. 

'  From  Ruediger,  W.  C,  Agencies  for  the  Improvement  of  Teachers  in  Service.  U.  S.  Bureau  of 
Education.  Bui.  Ko.  3,  pp.  123  f.,  191 1. 


THE  STAFF — PREPARATION,  SELECTION,  TENURE  AND  PROMOTION   1 23 

c.  They  shall  have  passed  the  examination  in  professional  study  (sec.  127-a), 
and  shall  hold  a  certificate  to  teach  in  the  high  schools. 

d.  They  shall  have  passed  the  examination  in  professional  study  (sec.  127-a) 
and  shall  hold  a  certificate  to  teach  German,  music,  drawing,  manual 
training,  or  household  arts. 

e.  They  shall  present  certification  for  five  study  courses  from  the  Chicago 
Teachers'  College  Extension. 

Section  127.  The  promotional  examination.  The  promotional  examination  for 
all  teachers,  regular  and  special,  in  the  elementary  schools,  shall  consist  of  two 
papers: 

a.  A  professional  paper  in  psychology,  educational  principles  and  methods 
in  the  elementary  schools,  and  the  history  of  education. 

b.  An  academic  paper  in  any  one  of  the  fields  named  below  and  covering 
work  superior  in  grade  to  that  of  the  course  in  the  high  school:  English 
language  and  literature;  general  history;  physical  science;  biological  science; 
foreign  languages  (Latin  or  Greek  or  German  or  F"rench  or  Spanish); 
algebra  and  geometry;  geography  (physical,  mathematical,  and  commercial) 
and  geology;  music;  drawing;  manual  training;  household  arts;  physical 
education  (physiology,  anatomy  and  the  theory  of  gymnastics). 

Note.    Teachers  of  special  subjects  shall  not  select  the  subject  which  they  teach  as  the  subjects  of 
their  academic  papers. 

An  average  of  80  per  cent  shall  be  required  for  passing  these  tests:  Provided, 
that  no  examination  mark  below  70  shall  be  considered:  and  Provided,  that  if  a 
candidate  divides  the  examination  the  paper  taken  in  the  preliminary  part  shall 
not  be  credited  in  the  final  average  unless  the  mark  secured  in  such  paper  shall  be 
80  per  cent  or  over. 

Examination  on  Study  Courses.  Principals  and  teachers  upon  written 
notice  at  least  six  weeks  in  advance,  stating  the  study  course  in  which  they  desire 
to  substitute  an  examination  for  the  certification  by  the  Chicago  Teachers'  College, 
or  by  some  accredited  institution  shall  be  eligible  for  admission  to  such  an  examina- 
tion at  the  July  or  the  holiday  examination  for  teachers.  A  mark  of  75  per  cent 
shall  be  required  in  every  examination  substituted  for  a  study  course. 

Section  147.  College  extension;  credits;  permanent  records.  Credits  for  promotion 
may  be  made  in  the  college  extension,  or  in  any  institution  approved  by  the 
superintendent  and  the  principal  of  the  normal  school. 

Permanent  record  of  the  certification  of  work  done  by  prin(ii)als  and  teachers 
in  the  college  extension  or  in  approved  institutions  shall  be  kept  in  tlic  records 
of  college  extension:  Provided,  That  not  more  than  two  credits  shall  be  recorded 
for  any  teacher  for  work  done  within  a  calendar  year. 

QUESTIONS 

Assuming  that  you  favor  promotional  examination — 

1.  Criticise  the  above  plan  in  respect  to  (c)  Nuinber  of  groups;  {b)  Number 
of  increases  for  each;  (c)  Subjects  to  be  examined  upon;  {d)  Effect  u|)on 
teachers. 

2.  Should  a  teacher  have  to  reacii  inaxiiiuiin  in  ('.niii|)  I  lulurt'  being  allnwed 
to  take  promotional  e.xamination? 

3.  Make  list  of  any  changes  you  would  consider  constructive. 


\  I  B.   THE  STAFF-SALARIES  AND  RETIREMENT  FUNDS 

I.   History  of  Teachers'  Salaries  in  the  United  States. 

A.  Relation  to  social  development  of  countr>'. 

B.  Relation  to  economic  development  of  country. 

C.  Relation  to  educational  development  of  country. 

11.    Principles  Underlying  the  Payment  of  Teachers'  Salaries 

A.  Elements  which  should  be  considered : 

1.  Preparation: 

a.   Academic,     b.    Professional. 

2.  Experience: 

a.    Fields  represented,     b.   Success. 

3.  Varying  cost  of  living  as  to: 

a.   Time.     b.    Place,     c.   City  size. 

4.  "Professional  overhead"  e.xpenses. 

5.  Attractiveness  of  the  profession  and  opportunities  for  a  career. 

6.  Distinctions  in  regard  to: 
a.    Kind  of  work.     b.   Sex. 

7.  Provision  for  recognition  of  unusual  ability. 

8.  Provision  for  growth  within  the  profession. 

B.  Use  of  schedules  of  salaries. 

1.  Ad\-antages  of  salar>'  schedules. 

2.  Dangers  to  be  avoided. 

3.  Elements  which  a  salar>'  schedule  should  include. 

C.  Applications  and  adjustments  of  salar>'  schedules. 

1.  Freedom  of  individual  city  to  set  maximum  standards. 

2.  Principles  to  be  incorporated  in  schedule. 

3.  Need  for  constant  revision  and  adjustment. 

4.  Types  of  adjustments  needed. 

111.   Rel.ytion  of  State  to  City  Salary  Schedules. 
.\.    Reasons  for  state's  responsibility  for  salaries. 

B.  State  participation  in  paym.ent  of  teachers. 

1.  Results  to  be  desired. 

2.  Best  methods  of  state  participation. 

3.  Portion  to  be  borne  by  state. 

4.  Extent  of  equalization  fund. 

C.  Relation  to  other  activities  of  the  state  department  of  education. 
I.    Certification.     2.    Teacher  training.     3.    Health. 

4.    Buildings.     5.    Extension  teaching.    6.    Other  departments. 


SALARIES  AND  RETIREMENT  FUNDS  1 25 

I\' .  Teachers'  Retirement  Funds. 

A.  Relation  of  pensions  and  retirement  funds  to  teaching. 

1.  Effect  on  personnel  of  teaching. 

2.  Effect  on  salaries. 

3.  Effect  on  professional  advancement. 

B.  Principles  involved  in  teachers'  retirement  funds. 

I.   Source  of  funds.     2.    Length  of  service.     3.    Residence. 

4.  Relation  to  salary.     5.   Withdrawal  equity. 
6.   State  participation.     7.    Number  involved. 

C.  Present  status  of  this  movement  with  the  advantages  and  disad- 
vantages of  each. 

BIBLIOGRAPHY 

1.  Boykin,  J.  C.  and  King,  Roberta.  The  Tangible  Rewards  of  Teaching.  United 
States  Bureau  of  Education,  Bui.  No.  16.     1914. 

2.  Carnegie  Foundation.     Seventh  and  Fifteenth  Annual  Reports.     New  York. 

3.  Dutton,  S.  T.  and  Snedden,  David.  Administration  of  Public  Education  in  the 
United  States.     Chap.  xv. 

4.  Evenden,  E.  S.  "Essential  Features  of  a  State  Salary  Law."  Educational 
Review,  Vol.  60,  No.  3,  October  1920. 

5.  Evenden,  E.  S.  Teachers'  Salaries  and  Salary  Schedules  in  the  United  States. 
Chap.  v. 

6.  Evenden,  E.  S.  "Fundamental  Principles  of  Grading  Teachers'  Salaries." 
Teachers  College  Record,  May  1921.     Also  American  Education,  .•\pril  1921. 

7.  Evenden,  E.  S.  "Teachers'  Salary  Schedules  and  Falling  Prices."  Journal 
of  the  New  York  State  Teachers'  Association.     January  1922. 

8.  Furst,  C.  and  Kandel,  I.  L.  Pensions  for  Public  School  Teachers.  Carnegie 
Foundation,  Bui.  No.  12.     New  York  1918. 

9.  Handbook  of  Life  Insurance  Annui!y  Policies  for  Teachers.  Teachers'  Insur- 
ance &  Annuity  Association  of  America.  Carnegie  Foundation.  New  York 
1918. 

10.  Monroe,  Paul.      Cyclopedia  of  Education.     "Teachers  Salaries  and  Pensions." 

11.  Prosser,  C.  A.     The  Teacher  and  Old  Age.     Houghton  Mifflin  Co.  (Riverside 
Textbook  Series).    Boston,  19 13. 

12.  Ryan,  VV.  C.  and  King,  R.     State  Pension  Systems.     United  States  Bureau 
of  Education,  Bui.  No.  4.   1916. 

13.  Strayer  and  Engelhardt.      The  Classroom  Teacher.     Chap.  i. 


I2h 


S.M  AKIKS   AM)  KiniRKMKNT  FUNDS 


PROBLEM   1 

Criticise  the  following  suggested  standards  tor  salary  schedules  in  the 
light  of  each  of  the  principles  just  developed.  Propose  any  changes  deemed 
desirable  or  exjiedient. 


ProlVs- 

sionul 

Prepara- 

tiun,  Class 


'1 

II 

III 

IV 

'1 

II 

III 

IV 

I 

II 
III 

IV 


I 

II 
III 

IV 


I 

II 
III 

IV 


II 
III 

IV 


III 

IV 

III 

IV 


Kcr  Citios  witli  Over 
100.000  PopuUition 


Mini- 
mum 


Annual 
Increase 


Maxi- 
mum 


For  Cities  between 
100,000  and  s.ooo 


Mini- 
mum 


Annual 
Increase 


Maxi- 
mum 


For  Cities  and  Villages 
With  Less  Than  s.ooo 


Mini- 
mum 


Annual 
Increase 


Maxi- 
mum 


CL.\SSROOM  TEACHERS 


>I,400 

i,8oo 

2,000 
2,400 


6  x$i50 

$2,300 

$1,200 

10  X    175 

3.550 

1,600 

10  X    175 

3.750 

1,800 

lox    175 

4.150 

2,200 

6x$i25 
10  X  150 
10  X  150 
10  X    150 


$1,950 
3,100 
3.300 
3.70c 


$1,100 

1,500 
1,700 


6  X  $100 
10  X  125 
10  X  125 


$1,700 
2,750 
2,950 


HEADS  OF  DEPARTMENTS  IN  JUNIOR  AND  SENIOR  HIGH  SCHOOLS  ^ 


2,500 

10  X    175 

4.250 

1,700 
2,200 

2,700 

10  X    175 

4.450 

2,400 

3,100 

10  X    175 

4,«50 

2,800 

1,500 
2,000 
2,200 
2,600 


8x 
10  X 
10  X 
10  X 


8x  125 
10  X  150 
10  X  150 

10  X  150 

SPECIAL  SUPERVISORS 
175 

10  X  200 
10  X   200 

10  X    200 
ELEMENTARY  PRINCIPALS  ■• 

(Non-teaching)  15  Regular  Classrooms  or  Less 


200 

3,100 

1,300 

250 

4,500 

1,800 

250 

4,700 

2,000 

250 

5,100 

2,400 

2,700 

3,700 
3.900 
4.300 


2,700, 

3,800 

4,000 
4,400 


1,500 
2,000 
2,200 

8  X    100 
10  X    125 
10  X   125 

2,300 
3.250 
3,450 

1,200 
1,700 
1,900 


8  X  150 
10  X  175 
10  X    175 


2,400 
3-450 
3,650 


2,000  4x  300  3,200  1,800  4x  250  2,800 
2,400  5x  350  4,150  2,200  5x  300  3,700 
2,600  6  X  350  4,700  2,400  6  X  300  4,200 
3,000  7  X  350  5,450  2,800  7  X  300  4,900 
PRINCIPALS,  ELEMENT.VRY  [Nott-teaching)  16  or  More  Regular  Classrooms 
JUNIOR  AND  SENIOR  HIGH  SCHOOLS.    Enrollment  Less  Than  500  ^ 


1,700 
2,100 
2,300 

4  X  200 

5  X   250 

6  X   250 

2,500 
3,350 
3,800 

2,400 
3,000 
3,200 

3,600 


4x  250 
5x  300 

6  X   300 

7  X   300 
PRINCIP.\LS,  JUNIOR  AND  SENIOR  HIGH  SCHOOLS.  Enrollment  between 

500  and  1,200  Pupils  ^ 


4x    300 

3,600 

2,200 

5x    350 

4,750 

2,800 

6x    350 

5,300 

3,000 

7x    350 

6,050 

3,400 

3,200 

2,100 

4  X   200 

2,900 

4.300 

2,700 

5  X  250 

3.950 

4,800 

2,900 

6  X  250 

4.400 

5,500 

3.300 

7x   250 

5.050 

3,600 

3,800 

4,200 


5x    350    5.3501  3-400     5x  300    4,900 

6x    350    5, 9001  3,600     6x   300    5,400!.... 
7x    350    6,650!  4,000     7x  300    6,ioo|.... 
PRINCIPALS,  SENIOR  HIGH  SCHOOLS.    Enrollment  between 
1200  and  2500  Pupils 


4,000 
4,200 
4,600 


5x 
6x 
7x 


350 
350 
350 


5.750 
6,300 
7.050I 


3,800 
4,000 
4,100 


5x 
6x 


5.300 
5.800I 
6,50o| 


300 

300 

7  X   300 

PRINCIPALS,  SENIOR  HIGH  SCHOOLS.  Enrollment  more  than  2,500  Pupils 

4,6001    6  X    3501   6,7001  4,400  I  6  X  300I   6,200J I I 

5,ooo|    7  X  350I  7.4501  4.800  I  7  X  300I  6,90o| I I 


1  Class  I.  Graduates  of  standard  normal  schools  (2  years  beyond  high  school).  Class  II.  A.B., 
B.S.,  or  its  equivalent  from  approved  schools  or  colleges.  Class  III.  A.M.  or  its  equivalent.  Class 
IV.    Ph.D.  or  its  equivalent. 

'  Heads  of  departments  should  have  at  least  three  years  experience  before  receiving  minimum. 
'  Class  I  teachers  should  not  teach  in  or  be  principals  of  senior  high  schools. 
*  Teaching  principals  should  receive  an  additional  $200  to  $500  annually. 
Note.  Size  groups  for  cities  are  only  suggestive  and  schedule  may  be  varied  to  meet  local  condi- 
tions by  raising  or  lowering  the  minimum  by  Jioo.  Where  it  is  necessary  to  accept  teachers 
with  less  training  than  Class  I,  the  minimum  should  be  lowered  $100  for  each  year  of  training 
below  that  standard.  Each  year  of  training  above  Class  I  should  be  valued  at  $aoo  permanent 
increase  to  salary.    (4  summer  terms  at  $50  accepted  for  i  year.) 


SALARIES  AND  RETIREMENT  FUNDS  127 

PROBLEM  2 

The  following  salary  schedule  was  adopted  by  the  School  Board  of  Fort 
Smith,  Arkansas,  to  be  effective  September  i8,  1922.  Criticise  this  schedule 
in  the  light  of  the  principles  involved  in  making  salary  schedules  and  with 
reference  to  the  particular  conditions  and  problems  for  Fort  Smith. 

1.  All  teachers  will  be  classified  on  the  basis  of  academic  and  professional 
training,  as  follows: 

Class  I.    Master's  degree  (or  equivalent)  from  an  approved  institution. 
Class  2.    Bachelor's  degree  (or  equivalent)  from  an  approved  institution. 
Class  3.    Normal  Diploma  (or  equivalent)  from  an  approved  institution. 

2.  Each  teacher  will  be  assigned  a  classification  at  the  time  of  employment. 
The  schedule  of  each  class  shall  apply  thereafter  until  the  maximum  is  reached, 
subject  to  the  following  reservations:  A  teacher  may  advance  from  one  classifica- 
tion to  another  by  reason  of  additional  approved  preparation.  Credit  for  addi- 
tional preparation  will  be  granted  when  such  additional  preparation  leads  to 
the  next  higher  classification. 

3.  Approved  experience  in  other  school  systems  will  be  recognized  at  the  time 
of  employment. 

4.  Applicants  whose  preparation,  either  professional  or  academic,  does  not 
equal  or  exceed  that  of  class  three  will  not  be  considered  eligible  for  appointment 
after  the  adoption  of  this  schedule. 

5.  Salary  increases  will  be  granted  only  when  earned,  and  are  not  to  be  regarded 
as  automatic  with  increasing  tenure.  Classroom  effectiveness  and  professional 
progress  are  the  factors  to  be  considered  in  granting  a  full  or  a  partial  increment. 
Failure  to  earn  a  full  increment  in  any  year  will  not  operate  to  reduce  the  maximum 
attainable  under  any  classification. 

6.  The  provisions  of  this  schedule  apply  to  all  grades.  Teachers  with  equivalent 
training  and  experience  may  receive  equal  salaries  whether  they  teach  in  the 
secondary  schools  or  in  the  elementary  schools.  Teachers  with  superior  training 
are  expected  to  maintain  a  higher  degree  of  classroom  effectiveness  than  is 
expected  of  teachers  with  inferior  training.  Unless  additional  training  produces 
better  classroom  results  salary  recognition  for  such  additional  training  is  not  justifi- 
able. 

7.  Salaries  will  be  paid  on  a  ten-month  basis,  at  the  close  of  each  calendar 
month;  provided  that  in  addition  to  the  regular  monthly  salary  for  May.  teachers 
will  be  paid  for  one-half  of  the  month  of  June.  Salary  due  for  the  last  half  of 
the  month  of  June  will  be  paid  at  the  end  of  the  month  of  September;  provided 
further,  that  teachers  who  leave  the  system  at  the  close  of  the  school  year  shall 
receive  salary  due  for  the  entire  month  of  June.  Teachers  who  accept  reappoint- 
ment and  later  resign  before  the  opening  of  the  next  term  of  school  shall  forfeit 
salary  due  for  the  last  half  of  the  month  of  June.  Teachers  who  are  employed 
for  less  than  the  full  term  of  school  shall  receive  the  projjortion  of  summer  salary 
that  their  terms  of  employment  bear  to  the  full  school  term.  This  salary  schedule 
is  based  on  a  school  year  of  thirty-six  weeks. 

8.  There  may  be  held  annually  a  teachers'  institute  during  tlic  wcrk  |)rior  to 
the  opening  of  the  schools  in  September.  Attendance  at  said  institute  may  i)e 
required  of  all  teachers  without  additional  compensation. 


128  SAI.ARIKS  AM)  RKTIRKMl^N' F  KL'NM)-i 

9.  All  to.uluTs  are  cxpi'itei!  to  atlriul  an  approved  professional  suninicr  school 
and  to  take  approveil  work  in  such  schools  not  less  often  than  once  in  four  years. 
l.ea\e  of  absence  for  professional  study  will  be  granted. 

10.  All  teachers  new  to  this  system  are  on  probation  for  a  pcriotl  of  two  years. 
Thereafter  a  teacher  who  is  rated  "C"  or  better  may  expect  annual  reappointment 
so  long  as  the  other  provisions  of  this  schedule  and  the  rules  of  the  Board  of 
Kducation  are  compiled  with. 


Minimum 

Mot 

lal  Increments 

Maximum 

Class  I —    Si, 600 

10  X  $100 

$2,600 

I  lass  2—       1,400 

10  X    100 

2,400 

Class  3 —       i,(X)0 

5  X     100 

1,500 

12.  For  each  step  in  rating  above  or  below  the  modal  rating  there  will  be  an 
increase  or  a  decrease  in  the  salary  increment  of  $25.00.  Thus,  if  the  mode  is  C, 
a  B  teacher  would  receive  an  increa.se  of  $125.00;  a  D  teacher  would  receive  an 
increase  of  $75.00;  an  A  teacher  would  receive  $150.00,  etc. 

Eligibility  Rules 

1.  N'o  applicant  will  be  eligible  for  employment  as  a  teacher  in  the  elementary 
schools  whose  academic  and  professional  training  is  less  than  that  of  a  graduate 
of  a  two-year  normal  school.    (Usually  60  semester  hours.) 

2.  In  general  the  applicant  who  has  had  one  or  more  years  of  teaching  experi- 
ence will  be  preferred  to  the  applicant  who  has  had  no  experience.  An  applicant 
who  has  had  no  teaching  experience  will  be  considered  eligible  provided  said 
applicant  has  credit  for  not  less  than  six  semester  hours  of  practice  teaching  in  an 
approved  teacher  training  school. 

3.  No  applicant  will  be  eligible  for  employment  as  a  teacher  in  the  secondary 
schools  (seventh  grade,  through  twelfth)  whose  academic  and  professional  training 
is  not  equivalent  to  that  of  a  graduate  of  a  four-year  standard  college  or  university 
(120  semester  hours).  Said  professional  training  nmst  include  not  less  than  20 
semester  hours  in  the  field  of  education. 

4.  No  applicant  who  is  less  than  twenty-one  years  of  age  will  be  considered 
eligible  for  appointment  as  a  teacher  in  this  system. 


VII  A.    PUPILS  — vSCHOOL  CENSUS  AND  COMPULSORY 

ATTENDANCE 

I.   Relation   of   Census   and   Compulsory   Attendance   to    Public 
Education. 

A.  Democracy  and  compulsory  education  of  all  children. 

B.  Relation  of  school  census  to  public  support  of  education. 

C.  Relation  of  city  to  state  in  matters  of  census  and  attendance. 

II.   The  School  Census  of  a  City  School  District. 

A.  Desirable  qualities  of  such  a  census. 

I.    Permanency.     2.  Continuity.     3.  Data  included.     4.  Accunic>-. 

B.  Methods  of  taking  school  census. 

C.  Form  in  which  census  records  are  kept. 

1.  Filing  systems. 

2.  By  whom  kept. 

D.  Methods  of  keeping  census  up  t(j  date. 

E.  Uses  to  be  made  of  census  records. 

III.   Compulsory  Attendance  in  City  School  Districts. 

A.  Development  of  the  idea  of  enforced  attendance. 

I.    Legal  status.     2.   Age  limits.     3.    Enforcement. 

B.  Functions  of  a  city  department  of  attendance. 

1 .  X'ariation  with  size  and  location  of  city. 

2.  Cooperation  with  other  departm^ents  of  child  welfare. 

C.  Organization  of  attendance  department. 

1.  Relation  to: 

a.   Size  of  cit\'.     I>.    Oilier  departn:enls. 

2.  Staff: 

a.    Number,     b.    Prejiaration.     c.    Duties. 

D.  Records  and  reports  which  should  be  kept  by  this  departnieiit. 
K.   Coordination  of  attendance  department  with  oilier  "child  willarc" 

organizations. 

1\  .   Child  Employment  and  Co.mpulsoky  Education. 
A.    Relation  of  compulsory  education  to  child  labor. 

1.  Present  laws  on  child  labor  and  the  standards  ad(ii)ted. 

2.  Present  tendencies  and  degree  of  enforcement. 

3.  Reasons  for  having  attendance  department  liaii(!lc  this  work. 
H.    Methods  of  regulating  \)U\n\  emjjlcjyment. 

1 .  Work  certificates. 

a.    When  given,     h.    B>  whom.     (.    1  Idw  followed  up. 

2,  Records  made. 


13" 


niMi.s  -  sciiodi.  ci'.Nsrs  and  toMri'LsoKv  atticxdaxcI': 


3.  X'ocational  miidaiut-. 

4.  Subsidies  fur  woikiiivi  iliildivn. 

C'oMIMAHON   and  Sri'XlAL  DETIiNTlON    IvOOMS. 

A.  Ri'lation  of  "oppordiiiity  scIiddIs"  to  juvcnik'  cmplox  nicnt. 

1.  Kinds  of  schools. 

(/.    Contiiuiatioii.    /'.    .\ii;lil.    r.    X'otatioiial. 
(/.    Pre\-ocatioiial.     c.   Trade. 

2.  Organization. 

3.  StafT. 

4.  Support. 

B.  Detention  schools  for  habitual  truants. 
I.    Conditions  of  coniniitment. 

Length  of  courses. 
Courses  offered. 
Organizations  used. 
Results. 
6.    Present  tendencies. 

C.  Relation  to  ju\enile  courts  and  other  organizations. 


BIBLIOGRAPHY 

1.  Cubberley,  E.  P.     Public  School  Administration.     Rev.  Ed.     Chap.  xxi. 

2.  Monroe,  Paul.     Cyclopedia  of  Education.     See  topics. 

3.  Nudd,  H.  \V.     A  Description  of  the  Bureau  of  Compulsory  Attendance  of  Phila- 
delphia.   The  Public  Education  Association.     New  York  1913. 

4.  Report  of  Director  of  Attendance,  New  York  City.     Board  of  Education,  Bureau 
of  Attendance.     New  York  19 16. 

5.  Strayer  and  Engelhardt.      The  Classroom  Teacher.     Chap.  xii. 

6.  Surveys:  Baltimore,  Butte,  St.  Paul,  Portland,  Cleveland,  and  others.     Chap- 
ters on  Census  and  Attendance. 

7.  Woodward,  C.  M.     Compulsory  School  Attendance.     United  States  Bureau  of 
Education  Bui.  No.  2.     1914. 


PUPILS — SCHOOL  CENSUS  AND  COMPULSORY  ATTENDANCE  I3I 

PROBLEM 

The  following  method  of  procedure  for  systematizing  the  reporting  of 
absence  in  schools  is  suggested  for  the  New  York  City  Attendance  Bureau.' 

1.  Do  you  consider  it  too  elaborate?    In  what  particulars? 

2.  Do  you  consider  it  inadequate  in  any  respects?   What? 

3.  Could  you  increase  the  efificiency  of  the  department  in  any  \\a\-  b\ 
another  method  of  handling  this  matter? 

To  promote  the  prompt  and  systematic  reporting  of  absence  to  the  bureau,  it 
has  recommended  that  one  person  in  each  school  be  placed  in  charge  of  this  work 
and  all  other  business  transacted  by  the  school  with  the  bureau.  The  duties 
to  be  performed  in  connection  with  compulsory  education  enforcement  have  been 
summarized  as  follows: 

1.  To  be  entirely  familiar  with  the  following  by-laws: 

A.  Section  54,  Subdivision  2a,  concerning  the  reporting  of  absence. 

B.  Section  54,  Subdivision  3,  concerning  the  enrollment  of  children  brought 
to  school  by  an  attendance  officer,  and  the  keeping  of  records  in  connec- 
tion with  children  reported  for  absence. 

C.  Section  45,  Subdivision  2a,  regulating  tiie  flischarge  of  children  from 
school. 

2.  To  select  daily  the  names  of  children  to  be  reportetl  to  the  Bureau  of  At- 
tendance. 

3.  To  giv'e  special  attention  to  that  provision  of  General  Circular  \o.  22, 
issued  by  the  City  Superintendent  in  1914,  which  requires  the  class  teacher 
to  ascertain  the  changes  that  have  occurred  in  the  places  of  residence  of 
pupils  and  to  enter  these  changes  in  the  roll-books.  Looking  up  children  at 
incorrect  addresses  is  producti\'e  of  a  great  waste  of  the  time  of  attendance 
officers. 

4.  To  require  that  the  "Attendance  Officers'  Investigation  and  Report "  blank 
be  made  out  legibly,  accurately,  and  as  completely  as  the  information 
available  at  the  school  will  permit,  and  mailed  at  once  to  the  district  olfice 
of  the  Bureau  of  .Attendance. 

5.  To  require  that  a  "Current  Record  of  Pupil  Reported  to  Bureau  of  Atten- 
dance," be  used  for  each  child  on  register,  including  children  on  parole  or 
probation,  who  was  reported  for  absence  two  or  more  times  since  the 
beginning  of  the  or  in  the  term  immediately  preceding  a  current  term. 

6.  To  take  care  to  report  to  the  Bureau  of  Attendance: 

a.  Any  pupils  excluded  from  school  because  of  contagious  disease  who  do 
not  return  at  once  when  quarantine  is  removed. 

b.  Any  pupils  absent  from  school,  concerning  whom  physical  disability 
is  alleged  but  for  whom  no  physician's  certificate  can  be  obtained. 

c.  Any  pupil  discharged  because  he  lias  received  an  employment  certificate, 
but  who  has  since  lost  or  given  up  his  employment,  and  remains  idle. 
Such  children  often  become  a  great  nuisance  to  schools  and  neighbor- 
hoods.   They  will  be  followed  up  regularly  when  reported. 

d.  Any  pupil  to  whom  a  transfer  has  been  issued,  but  who  is  likeh  to 
attempt  to  evade  school  attendance  or  to  delay  arlmission  to  school. 

'  Frimi  h'ir\l  Annuiil  Reftart  <i]  the  Dirediir  of  .\Hf>ul<in,  •■  n/  V.ic  \'iirh  (  il\\  p.  s  1  I .     i-ii  s 


13:?  IH'IMl.S — SCHO(M.  IKNSUS  AND  COMPULSORY  ATTRNDANCR 

<•.  Any  otluT  diild  concerning  whom  yon  lia\c  knowlmlgc  tliat  he  is  within 
the  conipnlsoPN'  cJncation  law. 
7.       To  arrange  to  till  ont  and  return  promptly  to  the  district  supervisor  the 

■Report  of  Principal, "etc.,  as  soon  as  a  re([uest  for  this  report  is  received,  and 

to  accompany  this  report  with  the  duplicate  of  the  Pupil's  Record  Card. 
S.      To  give  particular  attention  to  children  on  parole  from  the  truant  school 

or  on  probation  as  the  result  of  a  hearing  or  jirosecution  in  the  Domestic 

Relations  Court. 
9.       To  arrange  that  the  district  sui)cr\isor  be  informed  at  once  whene\'er  a 

child  is  returned  to  school  by  a  police  officer,  and  that  a  receipt  be  gi\en 

to  the  police  ofilicer. 

10.  To  provide  pupils  of  compulsory  school  age  legally  entitled  to  be  on  the 
streets  during  school  hours  with  official  identification  cards  or  other 
protection  against  arrest  by  the  police. 

11.  To  discourage  the  visits  of  attendance  officers  to  schools,  and  to 
meet  promptly  legitimate  requests  for  information,  so  that  the  time  of 
field  officers  may  be  given  to  field  work. 

i:?.  To  give  on  the  "Monthly  Report  of  Principal"  to  the  Bureau  of  Attendance 
in  addition  to  the  statistics  asked,  a  statement  of  any  cases  too  long 
delayed,  improperly  or  carelessly  handled  by  attendance  officers,  or  of 
lack  of  attention  or  discourtesy  on  the  part  of  any  person  connected  with 
the  bureau. 

13.  To  direct  that  pupils  be  not  sent  to  the  homes  of  absentees  during  school 
hours,  to  induce  their  more  immediate  return. 

14.  To  transmit  requests  for  material  aid  for  destitute  pupils  direct  to  the 
Burea  of  Attendance,  154  East  68th  Street,  on  blanks  supplied  for  this 
purpose. 

15.  To  take  care  that  a  child  brought  to  a  school  by  an  attendance  officer  be 
admitted  at  once  even  if  the  transfer  of  the  child  to  anotlier  school  be  later 
requested  of  the  district  superintendent. 


VII  B.    PUPILS— CLASSIFICATION  AND  PROGRESS 
OF  CHILDREN 

I.   History  and  Development  of  Pupil  Classification. 

A.  Early  bases  of  classification  in  this  countn'. 

1.  Methods  used. 

2.  Satisfaction  with  results. 

B.  Later  bases  of  classification  in  order  used. 

II.  A(~.e-Grade  Studies  of  Children  in  City  Schools. 

A.  Early  uses  of  age-grade  studies. 

I.    Form.     2.    Standards  taken.     3.    What  was  shown. 

4.    Errors  which  arose  from  using.     5.    Failure  to  utilize  results. 

B.  Present  forms  of  age-grade  tables. 

1.  Accepted  standards  for — ■ 

a.  Entering  age. 

b.  Extent  of  normal  age  span  or  each  promotion  period. 

c.  When  and  how  ages  should  be  taken. 

d.  Relation  to  time  of  annual  promotions. 

2.  Forms  and  methods  of  making  age-grade  tables. 

a.  Annual  and  semi-annual  promotions. 

b.  Methods  of  computing  ages. 

c.  Separation  of  boys  and  girls. 

3.  Under-age,  normal-age,  and  over-age  conditions. 

a.  Methods  of  computing  for  various  bases  of  ijroniolion. 

b.  Conditions  found  in  past  studies. 

c.  Variations  caused  by  location,  size  of  city,  and  other  modify- 
ing factors. 

d.  Significance  and  use  to  be  made  of  o\er-age  data. 

C.  Elimination  as  shown  by  age-grade  studies. 

1.  Methods  of  computing  elimination. 

a.   Annual  and  seuM-annual  proirolions.     b.    Corrections. 

2.  Eliminations  by:  a.    Age.     /).    Crade. 

3.  Effect  of  locality. 

4.  Effect  of  school  divisions. 

5.  Effect  of  compulsory  attendance  age  and  enforcement. 

6.  Studies  of  causes  of  withdrawal  from  school  by  causes,  ages, 
grades,  and  schools. 

in.  Grade-Proc.ress  Studies  of  Children  in  City  Schools. 

A.  Value  of  grade-progress  studies  to  a  schcxtl  system. 

B.  Desirable  form  for  grade-progress  studies. 

1.  Data  necessary  for  such  studies. 

2.  Merits  of  various  forms  for  such  studies. 

3.  Standards   u.scd    in   determining   gra(lc-i)nigrcss   coMdilidus   lor 
various  types  of  school  organization. 


134  CI.ASSIl'U  Alios    \\l)   l'KO(iKl-:ss  ()!•   CI  1 1  l.DRI'.N' 

(J.    ConditiDns  tOiiiui  in  past  studios. 

b.    Significaiu-o  and  use  to  \w  made  of  grade-progress  data. 
C.    Interrelations  of  age-ijrade  and  grado-jirogress  studies. 

1.  I  >ata  necessar\'. 

2.  Most  usable  forms  of  presentation. 

3.  Relations  established  from  available  studies. 

1\  .     Ri:i.\Kl)AT10N  AND  ACCELERATION   IN  CiTY  ScHOOL  SYSTEMS. 

A.    \'alue  of  age-grade-progress  studies   in   showing  retardation   and 

acceleration. 
H.    Xeoessary  retardation  and  acceleration  studies. 

1.    Reasons  for.     2.    Incidence  of.     3.    Methods  of  correcting. 

4.  Provisions  made  for  retarded  and  accelerated  pupils. 

\'.   Failure  and  Promotion  Studies  in  City  School  System. 

A.  Existing  irregularities  and  ineciualities. 

B.  Types  of  studies  and  standardization  necessar>'. 

1.  Promotions  and  non-promotions  by: 

a.    Grades,     h.   Ages.     c.    Sex.     d.    Schools,     e.    Teachers. 

2.  Subject  accomplishments  and  failures  by: 

a.   Grades,     b.   Ages.     c.   Sex.     d.   Schools,     c.   Teachers. 

C.  Xecessan,'  cumulative  records  for  such  studies. 

BIBLIOGRAPHY 

1.  A  Report  on  the  School  System  of  Anderson,  Indiana.     Part  iv.     1917-18. 

2.  Ayres,  L.   P.     Laggards  in  Our  Schools.     Russell  Sage  Foundation.     New 
York  19:9. 

3.  Bachman,  F.   P.     Problems  in  Elementary  School  Administration.     Part  II. 
World  Book  Co.     New  York  19 15. 

4.  Blan,   L.   B.     A    Special  Study  of  the  Incidence  of  Retardation.     Teachers 
College.     New  York  1911. 

5.  Evenden,  E.  S.     Classification  and  Progress  of  School  Children.     In  Balti- 
more Survey,  Vol.  11.     Part  iii.     192 1. 

6.  Keyes,  C.  H.     Progress  Through  the  Grades  of  City  Schools.     Teachers  Col- 
lege.   New  York  19 11. 

7.  Strayer,  G.  D.     Age  and  Grade  Census  of  Schools  and  Colleges.     United  States 
Bureau  of  Education,  Bui.  No.  5.      191 1. 

8.  Strayer  and  Engelhardt.     The  Classroom  Teacher.     Chap.  viii. 

9.  Strayer    and    Engelhardt.     Age    Computation    Tables.     Strayer-Engelhardt 
School  Record  Card  Series.     C.  F.  Williams  &  Son,  Inc.    Albany,  N.  Y. 

10.  Strayer  and  Engelhardt.     School  Record  Card  Series.     C.  F.  Williams  &  Son, 
Inc.     Albany,  N.  Y. 

11.  Strayer  and  Thorndike.     Educational  Administration.     Part  i.     Macmlllan 
Co.     New  York  19 13. 

12.  Surveys:   St.  Paul,  Cleveland,  Salt  Lake,  Atlanta.     Chapters  on  "Measure- 
ment of  Achievement. 

13.  Thorndike,  E.  L.      The  Elimination  of  Pupils  from  Schools.     United  States 
Bureau  of  Education,  No.  4.     19^7. 

14.  Van  Denburg,  T.  K.     Causes  of  Elimination  of  .Students  in  Public  Secondary 
Schools.     Teachers  College.     New  York  191 1. 


CI.ASSiriCATION  AND  TkOGKESS  OK  CHlLDKliX 

PROBLEM 

Ages  Computed  As  of  September  ist,  1921.    Ar.E-(iKADE  Table 
Made  December  15TH,  1921 


Grade       Kg.  ist  2nd  3rd  4th  5th  6th  7lh  8th  Fr.  So.  Jr.  Sr. 

Ses.  (B  A)  (B  A)  (B  A)  (B  A)  (B  A)  (B  A)  (B  A)  (B  A)  (B  A)  (B  A)  (B  A)  (B  A)  (B  A)  Total 
I  Ages 

4'/=     _L      '        '      3 

'    5        I     3l^_     4       •      ■ >o 

5'/^    |_6_     4l_s_     3       «8 

6  3\_3_    I5l_l      '       '      '' 

6'A                3l_i7.    12|_3.     2       • 38 

7  1       I       9\_J2_     8|_3_     I       I      " 36 

jyi  ■■      ■•       3       6[_12_     9l__l     3       '      38 

8  ....269  I    M       1 2  I 2_       3         I       46 

8K  ■•     ••       1       5      2      5l_«o.     7I     3      2       35 

9  3      3      4      5l_L£.     8i_3_    3      i     43 

9'A  1       2       2       5       3 1   »4      8 1_3_     I 39 

10  121356 1   13       4 1     3       J 39 

io>i  2       I       3      2      5 1   12      7 1 2_      .              I 35 

11 2     ..       4       3       3       7 1   10      7l     2       I 39 

11^  I     ..      .          I       3       3       5l_8_     6|_2_ 29 

12  t     .  .      .  .        I      .  .        2       2       3       5  |_io^     6 1 i_ 31 

iiyi  I     1     «     3    3     3 1   6    5 1_3_    I 27 

13  ....      '       I       4      3l_L     7l_J_     2 26 

I3K ..      ..        I      ..        I       I       3       •       3\_5_     3l^ *' 

14  '     «       '       4l_Z_     3l_2_     I 20 

14^  I     2       I       5|_4.     5l     2 20 

15  >     •■       2       2       I       3I     4"~4l     2       I      20 

15K  t       «      4l^_    4l_i_     I     ••     ..  >5 

16  3       •       «      2 1 3_     4I   ■  ■       '       •  '5 

l6;4  I     2      2 1     2      2 1           .  •  9 

17  I      I      I      a      3I    4      •  I L  '* 

n'A  «     ••       «       «      4I    3      «|  •« 

18  I     . .       «  ""al    3I  7 

i8J^      2  2 

19  1       ■       '       '  3 

14   14   57   56   43   43   42   41   42   42   36   36   28   29   21   22   22   22   18   18   15   15   13   '2    8    8  717 

Four  years  runs  from  3  years,  9  months,  to  4  years,  3  months. 


I 


QUESTIONS 

1.  W'hal  information  would  you,  as  supcrinlcndeiit  <>t  scliooU  ot  lliis  liu  . 
()I)lain  from  the  data  in  this  age-grade  table?  How  niiglil  il  afft-tt  \-our 
])olicic's.'' 

2.  Construct  another  tabic  Injm  this  table  showing  for  each  grade  the 
number  of  pupils  who  are  under-age,  normal-age  and  o\er-age  and  ihc 
extent  to  which  they  are  under  or  o\er  normal-age. 

:■,.    What  does  this  table  show  you  concerning  llic  amount  of  ici.ird.iiiun  and 

acceleration  in  this  system.'' 
4.    How  does  the  situation   in   this  cit\    compare  with  <iilicr  cities.''    Wh.il 

facts  about  this  table  must  >-ou  know  in  <ird(r  to   lie  miic  "I   ilu'   com- 

parabilit\-  of  the  facts  used? 


Ml  C.    PUPILS-  SCHOOL  HEALTH  SERVICE 

1.    liiK  IvKi-AiioN  OF  School  Health  to  Pi'hltc  Education. 

A.  l'-;irly  study  and  recognition  of  relation  of  health  to  ediicalion. 

1.  Relation  of  n\ortalily  to  educational  health  campaigns. 

2.  Studies  of  preventable  diseases  and  school  work. 

3.  Relation  of  school  health  service  to  compulsory  school  atten- 
dance. 

B.  Purposes  and  results  of  earl)-  health  work  in  schools. 
I.    Inspectional.     2.    Remedial.     3.    Preventive. 

C.  Present  status  of  school  health  service  in  the  United  States. 

1 .  Legal : 

a.   Number  of  provisions,     b.    Tyi)es  of  laws. 

2.  Extent  of  practice  in  American  cities. 

n.   Forms  of  School  Health  Service  in  American  Cities. 

A.  Medical  inspection  of  all  school  children. 

1.  Various  systems. 

a.    By  whom  done.     b.    Fretiuenc}-. 
c.    Thoroughness  of  examination. 

2.  Relation  of  inspection  to  remedial  work  and  other  departments. 

3.  Equipment  for  medical  inspection  office. 

4.  Stafif: 

a.    Number,     b.    Preparation,     c.    Salary. 

B.  School  clinics. 

1.  Kinds  of  work  to  be  done  by  school. 

2.  Extent  of  work: 

a.   Legal  requirements. 

3.  By  w'honi  done: 

a.    Doctor,     b.   Nurse. 

4.  Equipment  and  space  necessary  for  each  clinic. 

5.  Records  and  follow-up  by  nurses. 

C.  Special  classes  for  physically  atypical  children. 

1.  Kinds: 

a.    Prevalence,     b.   Reasons  for  segregation. 

2.  Special  provision  necessary  for  each  kind  of  class. 
a.    Room.     b.    Equipment.     /.   Teacher. 

3.  Courses  of  study. 

D.  School  lunches  and  school  cafeterias. 

I.   When  needed.     2.    Methods  of  conducting.     3.   X'alues. 

E.  Various  forms  of  health  instruction. 
I.   Fields  covered. 

a.   For  school  children  in  \arious  divisions,      b.   For  adults. 


CLASSIFICATION  AND  PROGRESS  OF  CHILDREN  1 37 

2.  Material,  methods,  and  devices  used. 

3.  Special  work  in  social  and  sex  hygiene. 

F.  Supervision  of  play,  athletics,  and  physical  education. 

I.    Purposes.     2.    Methods.     3.   Cumulative  records. 

G.  All  other  forms  of  health  work. 

I.   Epidemics,  etc. 

III.  Administration  and  Control  of  School  Health  Service, 

A.  Relation  to  other  departments  and  to  superintendent. 

B.  Methods  of  control  and  of  financing. 

C.  Relative  and  absolute  costs. 

BIBLIOGRAPHY 

1.  Ayres,  L.  P.  and  May.     Health  Work  in  Public  Schools.    Cleveland  Survey. 
Survey  Commission  of  Cleveland  Foundation.     Philadelphia,  Pa.  1915. 

2.  Ayres,  L.  P.,  Williams,  S.  F.  and  Wood,  T.  D.     Healthful  Schools.     Chap, 
x-xiv.    Houghton  Mifflin  Co.  (Riverside  Series).    Boston  1918. 

3.  Cornell,  W.  S.     Health  and  Medical  Inspection  of  School  Children.     Part  i. 
F.  A.  Davis  &  Co.     Philadelphia,  Pa.     1913. 

4.  Cubberley,  E.  P.     Public  School  Administration.     Rev.  Ed.     Chap.  xx. 

5.  Dresslar,  F.  B.     School  Hygiene.     Table  of  Contents.     Macmillan  Co.     New 
York  1913. 

6.  Gulick,  H.  and  Ayres,  L.   P.     Arguments  for  Medical  Inspection.     Russell 
Sage  Foundation  Bui.  No.  54. 

7.  Gulick,  H.  and  Ayres,  L.  P.     Medical  Inspection  of  Schools.     Russell  Sage 
Foundation.     New  York  1909. 

8.  Hoag,  E.  P.     Organized  Health  Work  in  Schools.     U.  S.  Bureau  of  Education 
Bui.  No.  44.     1913. 

9.  Hoag,  E.  P.  and  Terman,  L.  M.     Health  Work  in  the  Schools.     Table  of  Con- 
tents.    Houghton  MifiRin  Co.  (Riverside  Series).    Boston  1914. 

10.  Monroe,  Paul.     Cyclopedia  of  Education.     See  topics. 

11.  Rapeer,   L.   W.     Educational  Hygiene.     Table  of  Contents.     Chas.   Scrib- 
ner's  Sons.     New  York  19 15. 

12.  Rapeer,  L.  W.     School  Health  Administration.     Table  of  Contents.     Teach- 
ers College.     New  York  1913. 

13.  Russell  Sage  Foundation.     What  American  Cities  Are  Doing  for  the  Health  of 
Children.     Bui.  No.  loi.     Russell  Sage  Foundation.     New  York  City. 

14.  Terman,    L.    M.      The  Hygiene   of  the   .School    Child.     Table   of   Contents. 
Mifflin  Co.  (Riverside  Series).    Boston  1914. 


1^8  CI.ASSII  I(  A  riON  AM)   l'K()(;Ki;ss  Ol~  (  HII.DRItX 

PROBLEM 

SlHillESTKl)  Dl'TlKS  OK  THE  ScHt)()l.  NuRSE' 

1.  To  assist  the  niciiical  inspector  or  toacht-r  in  examining  children  and  in 
keeping  reconls. 

2.  To  N'isit  tlie  lionu-s  of  tliosi-  needing  treatnieiU  and  to  urge  its  necessity  on 
the  jxirents. 

3.  To  watch  for  any  evidence  of  contagious  diseases  or  conditions  in  the  school, 
and  when  found  to  notify  superintendent,  principal,  teacher,  or  medical  inspector. 

4.  To  detect  and  refer  to  the  family  physician,  medical  inspector  or  dentist 
any  evidence  of  eye,  ear,  nose  or  throat  trouble  or  other  physical  or  mental  defects. 

5.  To  render  first  aid  in  emergency  cases  occurring  in  schools  and  to  see  that 
child  is  taken  either  to  its  home  or  to  the  family  physician. 

6.  To  report  to  the  superintendent  of  schools  or  principal  any  error  she  may 
detect  as  to  light,  heat,  and  ventilation  in  the  schools  or  any  improper  seating 
or  other  insanitary  conditions. 

7.  To  follow  up  recommendations  of  family  physician,  dentist,  or  medical  in- 
spector, and  to  inform  the  superintendent  of  schools  or  principal  of  results 
obtained. 

8.  To  follow  up  absentees  occasioned  by  medical  inspection,  or  where  contagious 
diseases  or  conditions  may  be  suspected. 

9.  To  accompany  children  in  special  cases  with  written  permission  of  parent 
or  guardian,  to  hospital,  dispensary,  family  physician,  oculist,  or  dentist,  and  to 
secure  from  such  a  report  as  to  services  rendered  to  pupils. 

10.  To  investigate  and  improve  home  conditions  where  necessary  by  instructing 
children  and  parents  in  matters  of  personal  and  home  hygiene  and  to  bring  home 
and  school  closer  together. 

11.  To  investigate  reasons  for  truancy  and  to  do  whatever  may  be  possible  to 
remove  home  causes. 

12.  To  keep  employers  and  parents  informed  regarding  child  labor,  compulsory 
attendance,  medical  inspection,  vaccination  and  other  laws  bearing  upon  the 
health  of  the  school  child. 

13.  To  cooperate  with  physicians,  dentists,  school  authorities  and  others  in 
better  conserving  the  health  of  the  child  and  improving  its  environment,  both  at 
home  and  at  school. 

14.  To  perform  such  other  duties  as  may  from  time  to  time  be  prescribed  by 
the  board  of  education  or  by  the  medical  inspector. 

QUESTIONS 

1.  What  training  should  be  required  of  nurses  having  the  above  duties? 
If  adequately  trained,  would  they  be  able  to  do  more  of  the  duties  now 
done  by  the  physicians? 

2.  Is  there  too  much  reporting  and  record  keeping  required?   \\'hy? 

3.  Should  this  work  be  under  the  direction  of  the  Department  of  Education 
or  the  Department  of  Health?    Give  arguments  for  both  plans. 

4.  What  are  the  tentative  standards  you  would  set  up  for  the  staff  necessary- 
for  the  health  service  work  in  a  city  with  about  10,000  children  in  average 
daily  attendance? 

'  From — The  University  of  the  State  of  New  York,  The  State  Department  of  Education,  Medical 
Inspector  of  Schools. — j3n-oi5-sooo  (7-10421). 


VII  D.   PUPILS— EDUCATIONAL  TESTS  AND 
SPECIAL  CLASSES 

I.   Public  Education  and  Individual  Differences. 

A.  Extent  of  failures  to  provide  for  individual  differences. 
I .    Reasons  for : 

a.   Educational,     b.   Economical. 

B.  Extent  of  individual  differences. 
I .    Examples : 

a.    From  special  duties,     h.    From  surveys  of  achievement. 

C.  Determining  factors  in  individual  differences. 

I.    Number.     2.    Extent.     3.    Modifiability.     4.   Control. 

D.  Effects  of  individual  variation  on  school  work. 

II.   Methods  of  Determining  Extent  and  Kind  of  Individual  Dif- 
ferences. 

A.  Methods  used  in  past,  and  results. 

B.  Recent  tendency  toward  scientific  determination. 

1.  Use  of  tests  for  the  individual. 

a.   Various  tests  used.     b.   What  tests  show.     c.   Uses  of  these. 
d.  Technicjue  of  giving,     e.   Limitations  of  present  tests  and 
others  needed. 

2.  Use  of  group  tests. 

a.  Formal  examinations: 

(i)  Value.     (2)  Limitations. 

b.  Educational  tests  and  scales. 

(l)  Advantage.     (2)   Limitations.     (3)  Administration. 
(4)   Correlations. 

c.  General  intelligence  tests: 

(i)  Kinds.    (2)  Value.    (3)  Accuracy. 

3.  Complex  indexes  of  maturity,  alnlity,  etc.,  which  indicate  in- 
dividual variations. 

III.  Methods  of  Special  Classification. 

A.  Promotion  and  non-promotion  schemes. 

B.  Plans  i)rimarily  for  providing  varying  rates  of  progress. 

C.  Development  of  classes  for  special  groups. 

IV.  Organization  and  Administration  of  Special  Classes. 

A.  Variety  of  groups  needing  special  attention. 

I.    Mental.     2.    Social.     3.    Special  interests.     4.    luuironuKMital. 

B.  Conditions  under  which  segregation  and  sjjec  ial  classes  are  desir- 
able. 


140  ri  Tll.S — EDUCATIDNAl.  TKSTS  ANO  SPECIAL  CLASSES 

C.    Results  of  classes  wliiih  lia\c  l)een  orj^anized. 

I.    On  pupils.     2.    Parents.     3.    School. 
I).    Adniinistiatii)n  of  siuh  classes. 

1 .  Teachers : 

<;.    Preparation,     b.    Salary. 

2.  Support: 

a.  Relation  to  remainder  of  system. 

b.  Methods  of  providing  special  equipment. 

3.  Instructional  and  other  eciuijiment  necessary  for  various  types  of 
rooms. 

E.   Advantages  to  be  gained  and  progress  to  be  made  in  caring  for  these 
groups. 

BIBLIOGRAPHY 

1.  Coy,  Genevieve  L.     Special  Classes  for  Gifted  Children.     In  Preparation. 

2.  Cubberley,  E.  P.     Public  School  Administration.    Rev.  Ed.    Chap,  xviii. 

3.  Gary,  Indiana,  Survey.     Measurement  of  Classroom  Products.     Chap.  viii. 
General  Education  Board.     New  York  1918. 

4.  Goddard,  H.  H.  School  Training  of  Defective  Children.  Table  of  Contents. 
World  Book  Co.    1914. 

5.  Holmes,  W.  H.  School  Organization  and  the  Individual  Child.  Chap,  i  and 
Index.     The  Davis  Press.     Worcester,  Mass.  1912. 

6.  Homes,  W.  H.  "Plans  of  Classification  in  Public  Schools."  Pedagogical 
Seminary,  Vol.  xviii,  p.  475. 

7.  Huey,  E.  B.  Backward  and  Feeble-Minded  Children.  Chap.  l-iv  inclusive. 
Warwick  &  York.     Baltimore,  Md.  1912. 

8.  McCall,  W.  A.     How  to  Measure  in  Education.     Part  I. 

9.  Strayer  and  Thorndike.     Educational  Administration.     Part  i. 

10.  Terman,  L.  M.  The  Measurement  of  Intelligence.  Part  i.  Houghton 
Mififlin  Co.  (Riverside  Series).    Boston  1916. 

11.  Terman,  L.  M.  Intelligence  of  School  Children.  Table  of  Contents.  Hough- 
ton Mififlin  Co.     Boston  19 19. 

12.  Trabue,  M.  R.  and  Stockbridge,  F.  P.  Measure  Your  Mind.  Chap.  l-iv. 
Doubleday  Page  &  Co.     Garden  City,  New  York  1920. 

13.  Tredgold,  A.  F.  Mental  Deficiency.  Chap,  i,  11,  in  and  v.  Wm.  Wood  & 
Co.     New  York  1920. 

14.  U.  S.  Commission  of  Education.     Report  of  1898-gg.     pp.  302-356. 

15.  Van  Sickle,  Witmore  &  Ayres.  Provisions  for  Exceptional  Children.  U.  S. 
Bureau  of  Education,  Bui.  No.  3.     191 1. 

16.  Whipple,  Guy  M.  Manual  of  Mental  and  Physical  Tests.  Chap,  i-ill, 
inclusive.     Warwick  &  York.     Baltimore,  Md.  1915. 

17.  Witmer,  L.  The  Special  Class  for  Backward  Children.  Table  of  Contents. 
Psychological  Press.     Philadelphia,  Pa.  191 1. 

18.  Yerkes,  R.  M.  Psychological  Examining  in  United  States  Army.  Memoirs 
of  National  Academy  of  Science.  See  Table  of  Contents.  Vol.  XV.  Gov- 
ernment Printing  Office.     Washington,   D.  C.   1921. 


PUPILS — EDUCATIONAL  TESTS  AND  SPECIAL  CLASSES  I4I 

PROBLEM   1 

An  Experiment  in  CiRAoiNG  Children  ' 

Miss  Elizabeth  A.  Invin,  of  the  Public  Education  Association  of  New  York, 
is  conducting  an  experiment  in  Public  School  No.  64  whereby  ever>'  child 
who  enters  is  tested  psychologically  and  physically  "in  such  a  way  that  no 
talent,  no  defect,  no  individual  need  would  go  un-noted."  From  this  sorting 
have  come,  as  was  anticipated,  the  following  t>pes  of  classes: 

I.  Terman  Classes,  for  very  superior  and  gifted  children.  A  special  en- 
riched curriculum  is  provided  which  obviates  the  skipping  of  grades  by 
bright  children.  These  comprise  four  classes  with  registers  of  25  each. 
II.  Slightly  above  the  Average  Classes,  for  children  able  to  do  about  the 
same  work  but  a  little  more  intensively  than  the  average  and  occasionally 
to  make  an  extra  term.  These  comprise  seven  classes  with  registers  of 
from  thirty  to  forty  each. 

III.  Average  Classes,  for  children  mentally  and  physically  normal.  These 
comprise  seven  classes  with  registers  of  about  forty  each. 

IV.  Slightly  below  the  Aver.vge  Classes,  for  slower  children,  who  arc  not 
definitely  backward.  These  classes  exist  only  where  the  grades  arc  large 
enough  in  number  for  three  regular  groups.  Not  all  grades  have  them, 
therefore  there  are  at  present  but  two  classes,  with  registers  of  forty  each. 

V.  Opportunity  Classes,  for  children  definitely  backward  but  not  mental 
defectives.  This  group  is  most  in  need  of  a  special  curriculum.  A  begin- 
ning has  hardly  been  made  in  handling  them.  The  registers  are  smaller 
than  in  the  average  classes.  The  register  does  not  exceed  thirty,  and  espe- 
cially patient  teachers  have  been  assigned.  There  are  at  [jrcsent  three 
classes  of  this  character. 
VI.  Observation  Ungraded  Classes,  for  children  nmch  below  the  average  in 
mentality  or  in  response  to  school  demands.  Some  of  them  are  actually 
mental  defectives.  Others  return  to  the  regular  grades  after  a  term  or  so 
of  observation,  special  care,  medical  attention  and  individual  teaching. 
There  are  now  five  classes  with  registers  of  fifteen  each. 
VII.  Nutrition  Classes,  for  children  who  are  underweight  and  need  sjx'cial 
physical  attention.  Health  is  made  the  centre  of  the  curriculum.  Home 
visits  and  mother's  classes  are  used  to  get  necessary  attention  to  construct 
health  habits.  There  is  now  but  one  class  with  a  register  of  ten  to  twelve. 
VIII.  Neurotic  Classes,  for  children  who  are  not  mental  defectives,  but  be- 
havior problems,  temperamentally  peculiar,  or  in  need  of  a  period  of  study 
and  adjustment.   There  is  now  i)iit  one  class  with  a  register  of  ten  to  twelve. 

QUESTIONS 

1.  What  are  the  arguments  justifying  such  a  classification.''  -Are  the\  leliable 
enough  to  base  making  different  courses  of  study  for  the  groups.'' 

2.  What  are  the  administrative  problems  involved  in  such  a  scheme  of  classi- 
tication?  How  may  they  best  be  met?  Are  any  of  these  i>rol)lems  con- 
cerned only  with  initiating  the  work? 

3.  To  what  extent  would  you  advocate  such  cla.ssification  in  public  sthools? 

4.  On  what  basis  would  you  secure  sujjport  for  such  work? 

'From — The  Public  and  tlir  .Schools — .\n  ICxiK-riiiuntnl  S<  lii.nl  NO.  i><).  M.iy  Jv.  i<>3'>-  PiiMic 
Education  Association.    New  York  City. 


142  riTii  s-  i:ni'c.\TiONAi.  tksts  and  sri-xiAi,  ci.as.sp:s 

PROBLEM   2 

Tlio  following  is  part  of  the  report  of  the  Department  of  Measiirenicnt  of 
Intellipeiue  for  l.oiiis\iIU\  Kentucky,  for  the  year  1918-19. 

Deliquent  Boys 

All  the  boys  of  the  special  school  were  examined  for  mentality  during  February 
and  March,  1919.  These  boys  were  sent  to  this  class  from  the  juvenile  court  and 
from  the  schools  of  the  city  where  they  have  been  problematic  cases.  They  were 
in  two  classes,  thirty-nine  were  in  the  upper  division  and  thirty-one  in  the  lower. 
The  Stanford  Revision  of  the  Binet-Simon  scale  was  used  to  determine  intelli- 
gence. The  range  of  chronological  age  in  the  upper  division  is  from  12.3  years  to 
16.5  years  with  a  median  of  14  years.  The  mental  age  ranges  from  9.2  years  to 
16.7  years  with  a  median  of  14. 1.  The  intelligence  quotients  range  from  64%  to 
123%.  Two  of  these  boys  who  were  thirteen  and  thirteen  years  and  two  months 
of  age,  respectively,  passed  the  test  for  average  adult.  They  are  boys  of  superior 
intelligence;  seven  are  high  normals,  fifteen  are  average  normals,  nine  are  of 
inferior  intelligence,  three  are  very  inferior,  and  three  are  doubtless  feebleminded. 

In  the  lower  class  of  the  special  school  31  children  were  examined.  The  chrono- 
logical ages  ranged  from  10.4  years  to  15.7,  with  a  median  of  13.5  years.  The 
mental  ages  range  from  8.5  to  14.7  years,  with  a  median  of  11.5  years.  The  in- 
telligence quotients  range  from  51.8%  to  120%.  One  child  is  of  superior  intelli- 
gence, two  are  high  normals,  five  are  average  normals,  ten  are  of  "inferior  intelli- 
gence," ten  are  "very  inferior,"  and  three  are  doubtless  feebleminded. 

Of  the  70  boys  in  the  school  at  the  time  the  examination  was  made  45.7'!o  are 
of  average  intelligence  and  above,  54.3%  are  below  average  intelligence.  Includ- 
ing in  the  percentage  of  the  average  those  of  "inferior  intelligence,"  72.8%  are 
above  "very  inferior  intelligence"  and  27%  are  "very  inferior"  and  below. 

The  statistics  show  the  importance  and  the  difficulty  of  the  delinquent  problem. 
Almost  half,  45.7%,  are  boys  who  could  make  a  success  in  life  if  rightly  guided. 
This  is  a  significant  problem  in  itself  for  these  boys  are  those  who  have  failed  in 
the  regular  school,  either  because  the  school  did  not  meet  their  needs  or  because 
their  home  environment  was  against  them.  In  the  case  of  children  of  inferior 
intelligence  the  problem  is  even  more  difficult.  Evidently  another  class  should  be 
formed  of  the  27%  who  are  so  much  below  normal.  It  must  be  very  difficult  to 
handle  in  the  same  classes  boys  of  superior  intelligence  and  those  who  are  feeble 
minded.  That  the  teachers  who  are  working  with  these  boys  are  succeeding  is  a 
tribute  to  their  ability. 

QUESTIONS 

1.  What  is  the  educational  value  of  such  work  as  the  above? 

2.  How  may  it  be  justified  before  a  community  interested  in  lower  taxes? 

3.  What  should  be  the  relation  of  such  work  to  the  administrative  organiza- 
tion of  the  school  system? 

4.  What  criticisms  would  you  make  on  the  above  work? 

5.  Outline  the  composition  of  the  staff  which  you  would  want  to  handle  the 
measurement  work  in  a  city  of  250,000. 


VII  E.    PUPILS—SUPPLEMENTARY  AND  EXTRA 
SCHOOL  EDUCATION 

I.   The  Increasing  Need  for  Supplementary  Education. 

A.  Reasons  why  schools  must  assume  extra  responsibility 

1.  Social  changes. 

a.    Foreign  population,     b.    Family  life.     c.    Living  condilioite. 
d.    Use  of  leisure. 

2.  Economic. 

a.   Urban  concentration,     h.    Division  of  laI)or. 
c.   New  methods  of  production. 

B.  What  has  been  done  to  meet  these  needs? 

I.    By   schools.     2.    By   special   societies.     3.    By   philanthropists. 
4.    By  industrial  concerns.     5.    By  state  agencies. 
6.    By  national  agencies. 

II.   Evening  and  Continu.\tion  Schools. 

A.  Purposes  of  such  schools — for  whom  intended. 

B.  Nature  of  work  given. 

C.  Administration: 

I.    Support.     2.    Teachers. 

111.   Adult  Education  and  Americanization. 

A.  Methods  employed. 

I.    Regular  and  short  courses.     2.    Lecture  and  entertainment  scries 

3.  Special  meetings.     4.   Specific  publications. 

B.  Administration. 

I.    Support.     2.    Teachers.     3.    Methods    of    securing    attendants. 

4.  Relation  to  other  city  agencies  interested  in  same  problem. 

5.  Completion  certificates  and  graduation  exercises. 

1\'.   \(KATioNAL  Counselling  and  "F"ollow-Up"  Work  in  City  Sc  hooi.s. 

A.  Early  introductions  of  this  tyi)e  of  work  into  tiie  schools. 

B.  Present  need  for  this  type  of  school  service. 

I.    Organization  necessary.     2.    Relation  to  otlur  departments. 

3.  Traming   of    teachers.     4.    Techni(|ue   ot    work. 
5.   Necessary  records. 

\'.   \isiting  Teachers  in  City  School  Sy.stems. 

A.  History  and  description  of  this  form  of  service. 

B.  Special  functions  performed  by  visiting  teachers. 

1.  Relation  to  class  teachers,  principals  and  others. 

2.  Relation  to  other  child  welfare  agencies. 

C.  Organization  of  visiting  teaclirr  work  in  ( ilics  ol  \aiion>  -.i/cs. 


1 44     i"i  iMi.s     sriMM.i-;Mi:N  lAKv  and  i:xrK\  sniot)!.  kducation 

\1.     l-~XTKA  ScillH)!,  I'nrc  ATIONAI.  .ViENCIES. 

A.  Classifuation  oi  these  actixities. 

1.  Aclivhies  developing  directK'  from  school  work. 

2.  Activities  concerned  primarily  with  health  and  recreation. 
,^.    .\ctivities  primarily  social  in  their  nature. 

4.  Activities  primarily  concerning  teachers. 

5.  Other  agencies  with  which  schools  may  cooperate. 

B.  N'arioiis  methods  of  administering  the  school's  participation  in  these 
activities. 

C.  Present  practices  and  desirable  extension. 

BIBLIOGRAPHY 

1.  Berkson,  I.  B.      Theories  of  Americanization:  A  Critical  Study.     Chap.  l-iii 
inclusive.     Teachers  College.     New  York  1920. 

2.  Bourne,  R.  S.     The  Gary  Schools.     Especially  Chap,  i  and  11.     Houghton 
Mifflin  Co.  (Riverside  Textbook  Series).    Boston  1920. 

3.  Breckinridge,   S.    P.     New  Homes  for   Old.     Chap.    viii.     Harper  &   Bros. 
New  York  192 1. 

4.  Carney,  Mabel.     Country  Life  and  Country  School.     Row,   Peterson  &  Co. 
New  York  19 12. 

5.  Cubberley,  E.   P.     Public   School  Administration.     Rev.   Ed.     Chap,   xviii 
and  Index. 

6.  Daniels,  J.     America  Via  the  Neighborhood.     Especially  Chap,  viu  and  ix. 
Harper  &  Bros.     New  York  1920. 

7.  Davis,   P.  and  Schwartz,   B.     Immigration  and  Americanization.     Particu- 
larly Book  IT.     (Extensive  bibliography.)    Ginn  &  Co.     New  York  1920. 

8.  Detroit.     Americanizing    a    City.     National    Americanization    Committee. 
New  York  19 15. 

9.  Loomis,  Frank  D.    Americanization  in  Chicago.    Chicago  Community  Trust. 

10.  National  Americanization  Committee.     Several  pamphlets  have  been  issued. 

11.  Park,  R.  P.  and  Miller,  H.  A.     Old  World  Traits  Transplanted.     Table  of 
Contents.     Harper  &  Bros.     New  York  192 1. 

12.  Portland,  Ore.  Survey.     Part  li.     World  Book  Co.     Yonkers,  N.  Y.  19 15. 

13.  Speek,  P.  A.     A  Slake  in  the  Land.     Part  11.     Harper  &  Bros.     New  York 
1921. 

14.  Strayer  and  Engelhardt.     The  Classroom  Teacher.     Chap,  xiii  and  xv. 

15.  Talbot,  Winthrop.     Americanization.     Table  of  Contents.     H.   W.   Wilson 
Co.     New  York  191 7. 

16.  Thompson,  F.  V.    Schooling  of  the  Immigrant.    Harper  &  Bros.  New  York 
1920. 

17.  The  Visiting  Teacher  in  the  United  States.     Published  by  Public  Education 
Association  of  New  York  City.     June  192 1. 


PUPILS — SUPPLEMENTARY  AND  EXTRA  SCHOOL  EDUCATION      1 45 

PROBLEM 

The   following   outline  was  prepared  by  C.  H.   Paull,  Ser\'ice  Manager, 
Ludlow  Manufacturing  Associates,  Ludlow,  Mass. 

Organization  of  English  Classes  In  Industry 

1.  Where  possible  there  should  be  a  distinct  division  of  responsibility  between 
the  industry  and  the  constituted  public  educational  agencies  of  the  community. 

2.  The  public  educational  agencies  should  supply  instruction;  the  industry 
should  supply  the  mechanical  detail  to  be  enumerated  later.  A  careful  study 
of  the  detailed  division  of  responsibility  will  show  that  to  each  agency  is 
assigned  those  duties  which  it  can  most  effectively  perform. 

3.  Functions  and  responsibilities  which  most  logically  fall  to  industry. 

a.  Sincere  interest  on  part  of  management.  The  management  must  be  com- 
mitted to  the  idea  of  de\'eloping  English  classes  for  its  workers  as  a  care- 
fully considered  labor  policy  which  it  will  carry  on  without  expecting 
sudden  or  spectacular  results. 

b.  Minor  executives  must  be  convinced  that  there  is  a  purpose  behind  the 
establishment  of  English  classes.  Principles  as  well  as  detail  should  be 
carefully  discussed  with  foremen  in  conference  before  any  attempt  is  made 
toward  the  recruiting  or  developing  of  English  classes.  The  foreman  by 
his  intimate  contact  with  workers  can  do  much  toward  the  success  or 
failure  of  English  classes. 

c.  The  responsibility  for  organizing  the  work  which  the  industry  is  to  per- 
form should  be  placed  with  the  industrial  relations  department.  If  this 
department  has  a  division  In  charge  of  education,  the  work  should  be 
assigned  to  this  division.  In  smaller  organizations  the  employment  man- 
ager may  have  general  o\ersight.  The  personality  of  the  iiulh'Idual  means 
much  in  this  work. 

d.  A  survey  of  the  problem  within  the  industry.  While  the  cooperation  of  the 
local  educational  agencies  may  be  helpful  in  this  work,  the  actual  per- 
formance can  best  be  carried  through  by  the  industry  because  of  the 
records  which  it  has.  Study  should  be  made  on  the  basis  of  degrees  of 
ability  to  speak  English,  literacy  In  own  language  and  literacy  in  English, 
Nationality,  sex,  age,  marital  state,  residence,  length  of  time  in  the  country 
should  also  be  among  the  items  noted.  Foremen  can  be  very  helpful  in 
collecting  such  of  this  material  as  Is  not  available  in  a  central  file. 

e.  A  careful  campaign  of  recruiting  should  be  instituted.  Here  the  foreman 
can  be  of  Inestimable  value  because  of  his  personal  contact  with  employees. 
Ills  work  may  be  supplemented  by  posters,  addresses,  recruiting  coni- 
mlttees  among  the  racial  groups,  personal  notes,  etc. 

/.  Physical  equipment  can  usually  best  l>e  provided  by  the  Industry  because 
of  the  desirability  of  having  classrooms  near  to  the  men's  work.  Within 
the  plant  rooms  should  be  located  away  from  noise.  They  should  be  well 
lighted  and  ventilated,  and  should  be  eiiuipped  with  furniture — not  ex- 
pensive but  suited  to  adults.  Textbooks  and  Incidental  materials  may  be 
supplied  either  by  the  public  schools  or  by  the  industry. 

g.  As  a  legitimate  jiart  of  ICngilsh  class  activity  pupils  should  be  ac<|uainted 
with  sources  and  destinations  of  materials  used  in  their  industry,  proci-sses 


i4'>    I'l  I'll  s — sriMM.i':N!i:\r.\KY  and  icxira  stiuM)i.  icoucation 

of  m.inuf.iiturc,  aciiiliiit  aiul  luallli  haziirils.  The  iiulustry  can  give  \al- 
uablo  aid  in  developing  siipplenientary  lessons  covering  these  points. 
Such  lessons  should  never  I)c  given  undue  prominence  in  a  course,  as  they 
cover  only  the  enii)loynient  interests  of  the  workers. 

h.  A  carefully  organized  system  of  follow-up  of  absentees  is  important  in  main- 
taining regular  attendance.  Follow-up  should  be  prior  to  the  next  meeting 
of  the  class,  and  may  be  entrusted  to  the  foremen,  or  may  be  carried  on  by 
a  member  of  the  industrial  relations  department  or  a  teacher  in  cooperation 
with  the  foreman. 

/.  In  the  light  of  experience  it  is  doubtful  whether  compulsory  attendance  is 
ever  desirable  except  where  the  law  provides  for  the  schooling  of  minors. 

j.  The  question  of  payment  for  attendance  at  English  classes  is  one  which 
cannot  be  decided  arbitrarily.  In  most  cases  it  seems  desirable  for  men  to 
attend  on  their  own  time.  In  some  cases  conditions  of  work  make  it  almost 
impossible  for  men  to  attend  English  classes  unless  they  are  excused  for  a 
period  during  their  working  day. 

k.    The  work  of  English  classes  may  well  be  supplemented  by  a  plant  paper, 
bulletin  board  notices,  or  special  talks  to  advanced  students  by  members 
of  the  organization. 
/.     .-\bove  all  things  an  industry  must  never  make  the  mistake  of  using  its 
English  classes  directly  or  indirectly  to  further  purposes  which  might  in  any 
way  be  called  into  question  as  purely  selfish  or  shortsighted. 
HI.     If  the  work  of  the  English  class  can  be  carried  further  into  special  training 
in  the  industry,  the  indu'Etrial  relations  department  may  well  function  in 
seeing  that  the  more  ambitious  pupils  have  further  opportunities.    It  is 
unwise,  however,  to  make  promises  as  to  future  advancement  or  increase 
in  pay  to  persons  entering  English  classes. 
4.    Functions  and  responsibilities  which  most  logicalh"  fall  to  public  educational 

agencies. 

a.  The  community  through  its  established  educational  system  should  provide 
a  competent  supervisor  of  English  classes  in  industry  who  will  thoroughly 
appreciate  the  point  of  view  of  industry  and  who  through  personality  and 
training  can  maintain  classes  harmoniously  and  effectively.  This  person 
shall  carry  out  the  work  assigned  to  the  public  schools.  He  may  be  the 
superintendent  of  schools  in  a  small  community,  or  a  specially  appointed 
director  in  a  larger  one. 

b.  Developing  courses  of  study.  No  single  course  or  series  of  courses  in 
English  can  be  established  as  best  fitted  for  all  communities.  All  courses, 
however,  should  cover  four  tj'pes  of  interests, — (i)  personal,  (2)  home, 
(3J  community,  (4)  work.  Care  should  be  taken  to  keep  these  interests  in 
proper  balance. 

c.  The  selection  of  teachers  is  perhaps  the  most  important  step  in  the  de- 
veloping of  English  classes,  if  it  can  be  said  that  any  one  step  is  most 
important.  At  all  events,  whatever  else  is  done  will  come  to  naught  if 
teachers  are  not  wisely  selected.  Personality  is  the  quality  to  be  con- 
sidered in  a  teacher.  Provided  special  training  is  offered  there  are  good 
arguments  in  favor  of  teachers  selected  from  the  local  teaching  force  and 
other  good  arguments  in  favor  of  teachers  selected  from  employees  in  the 
plant. 

d.  Training  of  teachers  should  be  undertaken  regardless  of  previous  cxperi- 


PUPILS — SUPPLEMENTARY  AND  EXTRA  SCHOOL  EDUCATION       I47 

ence.  The  teaching  of  English  classes  is  sufficiently  specialized  to  demand 
special  preparation  for  all.  Regular  discussion  meetings  should  also  be 
held  throughout  the  English  class  season. 
e.  Supervision  of  teaching  is  just  as  essential  as  in  any  other  public  school 
activity.  Such  supervision  should  be  coordinated  with  discussion  meetings. 
/.    Development  of  standards  of  attainment  so  that  pupils  may  be  graded 

and  promoted  effectively. 
g.    In  cooperation  with  the  industry  adequate  records  of  accomplishment 
should  be  kept  so  that  pupils  may  be  carried  from  class  to  class  as  they  are 
qualified. 
h.   The  community  shall  pay  the  salaries  of  the  director  of  English  classes  and 
of  all  teachers.   Such  salaries  should  be  adequate  for  the  services  rendered. 
/.    Teachers  must  be  furnished  at  a  time  most  convenient  to  the  men.    Ex- 
perience has  shown  this  time  most  commonly  to  be  at  the  close  of  the  day 
when  the  men  can  go  directly  from  their  work  to  a  convenient  classroom. 
In  some  cases  classes  are  held  at  noon  or  prior  to  beginning  work. 
j.    Instruction  should  be  offered  from  two  to  four  times  a  week  to  a  given 
group.    An  hour  is  perhaps  the  best  approximate  length  for  a  teaching 
period.    A  longer  time  is  not  suited  to  men  at  the  close  of  a  day's  work, 
and  should  the  period  be  materially  shortened  teachers  would  be  seriously 
handicapped  in  offering  a  well-rounded  lesson. 
k.    Citizenship  training  may  well  supplement  the  work  in  the  English  classes 

where  pupils  are  sufficiently  advanced. 
/.    In  all  teaching  there  should  be  no  compromise  in  the  teaching  of  uni- 
versally accepted  ideals  of  American  citizenship. 
m.  Where  teachers  can  link  class  work  with  other  community  activities,  this 
should  be  done.    The  English  class  is  the  place  where  all  legitimate  inter- 
ests meet. 
n.   Granting  of  certificates  for  the  completion  of  specified  amounts  of  work. 
This  function  naturally  suggests  commencement  exercises  in  which  the 
community  and  the  industry'  can  cooperate. 
In  considering  any  outline  of  procedure  for  the  development  of  English  classes 
in  industry  it  is  impossible  to  outline  a  plan  which  "works  best"  in  all  com- 
munities.   Local  history,  racial  groups,  individuals,  and  a  dozen  other  factors 
enter  into  the  problem.    This  outline  is  intended  merely  to  offer  a  structure 
sufficiently  adequate  and  general  to  form  a  working  plan  about  which  to  Ituild 
up  a  constructive  piece  of  work. 


QUESTIONS 

1.  Is  the  above  plan  adequate? 

2.  What  changes  would  you  make?    \\  hy? 

},.    What  difficulties  of  admiuistraliou  are  i)rescntc(l  ?     llow  would   \-oii  nieel 
them? 


VIII.    MATERIALS-  TEXTBOOKS,  SUPPLIES,  AND 
INSTRUCTIONAL  EQUIPMENT 

1 .     TeXTB(H>KS. 

A.  The  place  of  textbooks  in  modern  education. 

1.  Stages  in  development  of  textbooks. 

2.  Relation  of  books  used  to  course  of  study  used. 
H.    Methods  of  selecting  or  adopting  textbooks  in  cities. 

1.  X'ariety  of  practices. 

2.  Relation  to  other  adoptions. 
a.   State,     b.   Other  cities. 

T,.    B\'  whom  selection  is  made. 

4-    Principles  governing  the  selection  of  books. 

(/.    Score  cards  for  books,    h.    P^xtent  and  tre(iuenc\' of  ado])tions. 
C.    Methods  of  purchasing  textbooks. 

I.    Individual    ownership.     2.    Cooperative     buying. 

,v   "Free"  textbooks. 

4.    .Advantages  and  disadvantages  of  each  plan.     5.    Relative  costs. 

II.   School  Supplies. 

.\.    Supplies  furnished  by  the  school  system. 

I.   What  supplies  should  be  furnished?     2.    How  selected? 
T,.    How  purchased?     4.    How  distributed? 

B.  Supplies  purchased  by  individual  pupil. 

1.  Regulation  for  uniformity — when  desirable? 

2.  Methods  of  securing  prompt  and  adequate  supply. 
^.    Methods  of  price  regulation. 

HI.    Instructionwl  Equipment. 

A.  Development  of  instructural  equipment  and  devices. 
I.    Recent  tendencies.     2.    Dangers  of  over-emphasis. 

B.  Standards  in  instructional  equipment. 

1.  Methods  of  determining  standards. 

a.   Consensus  of  practice,     b.   Scientific  experiments. 
c.    Inventions  and  impro\ements. 

2.  Standards  that  are  now  available  in  the  various  fields  and  the 
degree  of  their  acceptance. 

a.  Kindergarten  and  "informal"  primary  rooms. 

b.  Classrooms. 

(i)  Elementary     (2)  Intermediate     (3)  High  School. 

c.  Laboratories  and  special  classrooms. 

d.  Rooms  for  general  use. 

e.  Portable  equipment  for  use  in  any  of  the  rooms. 


TEXTBOOKS,  SUPPLIES  AND  INSTRUCTIONAL  EQUIPMENT         I49 

C.  Methods  of  selecting  equipment  and  of  determining  the  amount  or 
number  needed. 

D.  Where  various  kinds  of  equipment  may  be  secured. 

BIBLIOGRAPHY 

I.  Brown,  J.  F".  Slate  Publication  of  Scliool  Books.  Maciuilian  Co.  New- 
York  19 1 5. 

3.  Dexter,  E.  G.  History  of  Education  in  the  United  States,  ("hap.  xiv.  Mac- 
millan  Co.     New  York  1904. 

3.  Dutton,  S.  T.  and  Snedden,  D.  Administration  of  Public  Education  in  United 
States.     Chap.  xiii. 

4.  Georgia  Report  of  School  Book  Investigating  Committee.  Atlanta,  (ja.  1914. 
Also  Journal  of  Edtication,  Vol.  80,  p.  40. 

5.  Hall-Quest,  A.  L.  The  Textbook.  Chap,  i-iv,  inclusive  (chapter  bibliog- 
raphies).   Macmillan  Co.     New  York  1919. 

6.  Huey,  E.  B.  The  Psychology  and  Pedagogy  of  Reading.  Chap  .w  and  .Kxi. 
Macmillan  Co.     New  York  1921. 

7.  Monohan,  A.  C.  Free  Textbooks  and  Stale  Uniformity.  U.  S.  Bureau  of 
Education,  Bui.  No.  36.     19 15. 

8.  Monroe,  Paul.     Cyclopedia  of  Education.     See  Inde.x. 

9.  New  York  (State).  Cost  of  Free  Textbooks.  J.  B.  Lyon  Co.  PriiUcrs.  .Al- 
bany, New  York  19 15. 

10.  Ontario  Textbook  Commission  Report.     Report  on  the  Preparation  and  Cost  of 
Textbooks  in  the  Province  of  Ontario.     Ontario  Education  Department  1914. 

11.  Parker,  S.  C.     History  of  Modern  Elementary  Education.     Index.     Ginn  & 
Co.     New  York  19 12. 

12.  Strayer  and  Engelhardt.      The  Classroom  Teacher.     Chap.  11. 


1^0  TEXTBOOKS,  SI  TPl.IKS  AND  INSTRIC  TIONAL  EQUIPMENT 

PROBLEM 

Criticise  the  tollowiny;  ])lan  for  adopting  textbooks  wliicli  was  ])roposed  !)>• 
Sui>erintendent  C\)ndon,  of  Cincinnati,  in  km''.'  Justif\'  \nur  (riticisin  and 
suggestions. 

The  slogan  "Children  First"  should  be  the  principal  guide  in  the  selecting  of 
all  books.  The  Ohio  code  provides  that  textbooks  must  be  adopted  between 
I'ebruary  1st  and  August  ist,  1916,  for  a  five  year  period.  The  Cincinnati  board 
approved  a  plan  to  have  representative  committees  of  teachers  and  principals 
appointed  by  the  superintendent  who  should  carefully  consider  the  course  of 
study  and  the  textbooks  now  in  use  as  well  as  all  others  published  in  the  same 
subjects  and  make  recommendations  to  the  superintendent  not  later  than  May 
1st.  The  superintendent  shall  then  carefully  consider  the  reports  and  report  to 
the  board  not  later  than  July  1st,  and  in  his  report  he  shall  state  whether  the 
books  were  recommended  by  the  committees  and  reasons  for  any  disagreement 
between  his  report  and  that  of  the  committees.  He  shall  not  recommend  any  book 
which  has  not  been  considered  by  the  committee.  The  board  shall  make  the  for- 
mal adoption  but  no  book  shall  be  adopted  which  has  not  been  considered  by 
both  the  superintendent  and  the  teachers. 

Two  executive  committees  of  seven  members  each,  six  elementary  principals 
and  one  member  of  the  Teachers  College,  were  appointed  to  have  general  executive 
direction  of  the  subject;  one  committee  on  basal  texts  and  one  on  supplementary 
education.  The  city  was  divided  into  three  sections  and  the  grades  into  three 
groups,  I  to  3,  4  to  5,  and  6  to  8.  From  each  group  in  each  section  committees  of 
five  were  appointed  in  the  different  subjects,  thus  making  nine  committees  in 
each  subject.  This  resulted  in  a  careful  study  of  each  subject  by  forty-five 
teachers  of  that  subject.  All  publishers  of  recognized  standing  were  informed  of 
the  plan  of  procedure  and  were  invited  to  submit  samples  for  the  consideration 
of  the  committees. 

The  executive  or  general  committee  mapped  out  and  sent  to  all  committees 
a  plan  for  the  systematic  consideration  of  each  subject  and  blanks  for  reports. 
The  suggestions  for  reading  and  the  report  form  follow: 

Points  to  be  Considered  in  Judging  the  Qu.\lity  of  Texts  in  Reading 

I.   content 
(i)    Thought 

a.  Rich  in  \ariety. 

b.  Arranged  in  series;  seasonal,  social,  ethical,  civic,  etc. 
r.    Adapted  to  needs  of  pupil  and  community. 

d.  Literary  style  and  quality. 

e.  Well  arranged  and  systematic  development  of  phonics. 

(2)    Form 

a.  Vocabulary  arranged  to  secure  sufficient  repetition  yet  without  sacrifice 
of  thought. 

b.  Vocabulary  well  graded. 

1.  Within  each  book. 

2.  Within  each  series. 

c.  Paragraphing. 

>  From  Eighty-seventh  Annual  Report  of  Superintendent  of  Schools.  Cincinnati,  Ohio,  1916,  p.  60  f. 


TEXTBOOKS,  SUPPLIES  AND  INSTRUCTIONAL  EQUIPMENT         I5I 

II.     MECHANICAL  MAKE-UP 

(i)    Binding 

a.  Durabilit}'. 

b.  Attractiveness. 

c.  Paper 

1.  Quality 

2.  Gloss-lacking 

(2)  Type 

a.  Size 

b.  Clearness 

c.  Width  of  leading 

(3)  Lines 

a.    Arrangement  of  lines,  so  that  natural  word  groups  arc  not  broken. 

(4)  Illustrations 

a.    At  top  or  bottom  or  on  separate  page. 

/'.    Attractive,  clear,  simple  and  full  of  action. 

c.    Educative,  and  suitable  for  grades. 

The  forms  for  the  committee  reports  follow: 

Report  of  Committees  on  Examination  of  Textbooks 

Group Subject 

Grade Date ' 


Texts  Examined 

Title 

Author 

Publisher 

Best  Five  of  the  New  Texts  Examined  and  the  Text  Now  in  Use, 
Arranged  in  the  Order  of  Merit 


Order  of  Merit 

Title 

Author 

Publisher 

I 

2 

.3 

4 

5 

6 

15:?         TKXTBOOKS,  SUPPLIES  AND  INSTRUCTIONAL  EQUIPMENT 

ILno  all  members  i)f  the  Committee  taken  i)art  in  the  aho\e  listing? 

If  not,  how  many? How  many  favor  No.  i  for  first  place? 

If  not  unanimous,  which  other  texts  are  preferred  for  first  place,  and  how 
man)'  are  in  fa\or  of  each? 

How  inan\  agree  to  the  position  assigned  to  the  present  text  in  comparison 
with  the  others  examined? 

If  not  unanimous  in  this  respect,  how  many  favor  some  other  position  and 
what  ? 

Detailed  reasons  why  the  Committee  favor 

text    in for    first    place    on    the    list. 

(signed) 

Chairman. 


IX  A.   ACCOUNTING— PUPILS  AND  STAFF 

I.   Relation  of  Adequate  Records  to  Public  Education. 

A.  Ways  in  which  school  support  depends  on  records  kept. 

B.  Principles  to  be  observed  in  keeping  school  records  in  order  that 
they: 

1.  Show  the  real  situation. 

2.  May  be  used  for  legitimate  publicity. 

3.  May  be  used  for  diagnostic  purposes. 

4.  May  be  correcth-  interpreted  by  others. 

5.  Secure  maximum  educational  benefits. 

C.  For  whom  and  by  whom  records  are  made. 

1.  Superintendent's  primary  responsibilit}-. 

2.  Necessary  cooperation  of  entire  stafT  as  well  as  people  of  the 
community. 

II.   Necessary  Records  and  Reports  in  a  School  System. 

A.  Relation  of  size  of  city  to  number  of  reports  needed. 

B.  Records  for  "child  accounting." 

1 .  List  of  necessary  records. 

2.  Items  to  be  included  on  each  form. 

3.  Most  desirable  forms: 

a.   For  making  records,     b.   For  use.     r.    I'or  filing. 

4.  Administration  of  each  kind  of  record. 
a.   By  whom  made.     b.    By  whom  kept. 
c.   How  transferred,     d.    How  corrected. 

5.  Records  and  reports  occasionally  desirable  although  not  included 
in  above  list  of  "necessary  records." 

C.  Records  for  "teacher  accounting."  (Same  as  B.) 

D.  Records  for  "supervisor  accounting."   (Same  as  B.) 

E.  Records  for  "janitor  accounting."     (Same  as  B.) 

F.  Records  for  auxiliary  agencies  and  societies  cooperating  with   the 
schools.     (Same  as  B.) 

G.  Records  of  board  meetings,  departments,  group  meetings,  teachers' 
councils  and  other  staff  undertakings.     (Same  as  B.) 

III.   Uses  to  be  Made  of  School  Records. 

A.  For  publicity  which  results  in  more  cooperation  and  support. 

1.  By  whom  done. 

2.  To  whom  records  are  available. 

B.  For  continuous  self  survey. 
I.    Form  necessary. 


154  ri  rn.s  and  staff 

2.    By  whom  made. 
.>.    Possibilities  of  such  surveys. 
C    Kor  students  of  education  to  use  in  slud\  ing  ethicational  problems. 

I\  .      rill'   "DkI  IMiKKV"  OK  St  1I(H)1.  KlXOKDS  AM)  ReI'OKTS  .\NI)  It.S  RELATION 

TO  Lack  of  l'xnERSTANniN(.  ok  Their  Purpose  and  Use. 

BIBLIOGRAPHY 

1.  Ayrcs,  L.  P.     Child  Accounting  in  Public  Schools.     Cle\eland  Survey.     Sur- 
vey Commission  of  Cleveland  Foundation.     Philadelphia,  Pa.  1915. 

2.  Cubbcrley,  E.  P.     Public  School  Administralion.     Rev.  Kd.     Chap.  xxvi. 

^.    Uutton,  S.  T.  and  Snedden,  D.     Administralion  of  Public  Education  in  the 
United  States.     Chap.  xxx. 

4.  Kngelhardt,    N.  L.    Score  Card  for  Records  and  Reports  of  a    City  System. 
Chap.  XV. 

5.  Finney,  R.  L.  and  Schafer,  A.  L.     Adminislration  of  Village  Schools.     Chap. 
XV.     Macmillan  Co.     New  York  1920. 

6.  Monroe,  Paul.     Cyclopedia  of  Education.     Inde.x. 

7.  National  Education  Association.     Final   Report   of   Committees  on    Uniform 
Records  and  Reports. 

8.  Strayer  and  Engelhardt.     The  Classroom  Teacher.     Chap.  xii. 

9.  Strayer  and   Engelhardt.     Record  Book  for  Elementary  School  Principals. 
C.  F.  Williams  &  Son.  Albany,  N.  Y.  1919. 

10.  Strayer  and  Engelhardt.     School  Record  Card  Series.     Descriptive  booklet. 
C.  F.  Williams  &  Son.     Albany,  New  York. 

11.  Surveys:  .Atlanta,  Baltimore,  Butte,  St.  Paul. 


PUPILS  AND  STAFF 

PROBLEM 

The    two  following  table  forms  are  from    the   Stra\er 
mentary  Principal's  Record  Book.' 

Annual  Summary  of  Non-Promotions  Distributed  by  Grades  and 

-Engelh 
Causes 

ardt 

Klc- 

EAK   I 

9 

19- 

USES  OF  Non-Pkomotion 

Kden. 

I»t  G. 

2ndG. 

}rdG. 

4th  G.       1 

SthC. 

«thG. 

TtkG. 

IthG. 

Tool 

B    gI 

T 

% 

b!g 

t;% 

B 

Q 

T 

% 

B 

G 

T 

% 

B    G 

^ 

% 

B 

G 

T 

% 

fi 

G 

T 

% 

B  G 

T 

2«L 

B 

0 

T 

% 

B 

0 

T 

% 

asonal  illness 



ite  entrance  into  grade 

regular  attendance  because 
other  causes 

L 

lental  incapacity 

^ 

_ 

_ 

_ 

, 

_ 







nfortunate  home  conditions 

ladequately  prepared  in 
ngUsh  for  the  grade 

ransfer  from  another  school 

_\ 

ack  of  interest  or  other  per- 

il 

_ 



__ 



_^ 

__ 

__ 

__ 

== 

L 

— 

— 

= 

= 

=r 

= 

= 

= 

= 

= 

= 

=■ 

Recapitulation  of  Failures  in  Individual  Subjects  Distributed  by  Subjects  and  Years 


Straj^cTs 

19 -19 

19 -19 

I9...._-19 J 

19 .-19. 

19 19-__.. 

19..._.-19...J 

19 .-19 1 

19_....-19 — 1 

9.__.-19 

9 .-19 1 

Tot«l 

n 

G 

Ti 

% 

B 

G 

T 

% 

B 

G 

T 

% 

B 

G 

T 

% 

B 

g|t 

% 

B 

G 

T  % 

B 

G 

T 

% 

B 

G 

T 

% 

B 

G 

T 

•a 

B 

G 

T 

91 

B 

0 

T 

% 

4mg 

... 













.Uing 

_^ 

_^ 

__ 

, 

1 

■"" 

1 





~ 

~ 

1 







~ 

~ 

~ 

, 





— 

~~ 

^ 

'_\ 







~ 

— 

■~ 

~ 

_ 







"~ 

■ 

_ 



__ 



— ' 

— 

— 

— 

■~ 







— 

— 

— 

— 

— 









-: 

~ 

~ 

~ 









~ 

■~ 









— 

- 

' 

~ 









oking 

~ 

~1 

_ 

_ 











— 

— 

_ 

— 

— 

— 

— 







iturc  Study 

— 

— 

— 

- 

— 

- 

- 

— 

— 

— 

- 

— 

— 

— 

— 

— ■ 

— 

— 

— 

— 

— 

~~^ 

z 





■ 

— 

— 

— 

— 

— 

- 

- 

- 

- 

- 

- 

- 

- 

- 

- 

— 

- 

- 

- 

- 

- 

— 

z 

_ 



)Uls 

. 



_ 

__ 

_^ 

_ 

= 

1= 

= 

= 

= 

L 

= 

L 

i= 

!= 

!= 

c 

t= 

c 

i= 

L. 

^ 

^ 

ka 

QUESTIONS 

1.  Of  what  value  are  such  records  to  (a)  tiic  siiperiiitciKient,  (/')  iho  siipcr- 
visor,  (c)  the  principal,  (d)  the  tea(  her? 

2.  Of  what  value  are  these  records  when  kept  for  a  pcric.d  of  >ears.    List 
some  of  the  studies  which  may  be  made  from  them. 

P,.   What  other  similar  records  should  be  kept  in  addition  lo  iIum? 

4.   What  changes  would  you  suggest  in  data  im  hided  or  form  ol  record? 

1  Published  by  C.  F.  Williams  &  Son.   Albany,  Now  Vt)rk. 


IX  B.     ACCOl^NTING     FINANCIAL  RECORDS  AND 
ACCOUNTS 

I.    OKvinorMENT  OK  School  Finance  i\  the  United  States. 
A.    Relation  to  development  of  public  sihool  idea. 
H.    Changes  in  method  and  means  of  support. 

1.  State  participation  and  regulation. 

2.  Difference  between  cities. 

,V    Development  of  the  science  of  finance. 

C.  Changes  in  methods  of  recording  financial  statistics. 

1 .  Diversity  of  records. 

2.  \\'ork  toward  standardization  of  records. 

a.  By  individuals. 

b.  By  U.  S.  Bureau  of  Education. 

c.  By  National  Education  .Association. 

,v    Relation  to  state  and  national  statistics  and  reports. 

D.  Influence  of  the  relation  between  the  city  school  system  and  the  city 
government  upon  records  kept. 

II.   The  Principle  of  the  Budget  in  School  Finance. 

A.  The  introduction  of  the  budget  princij^le  in  this  country. 

B.  Purpose  of  the  budget  in  relation  to: 

T.    Money  spent.     2.    Estimated  needs.     3.    Program  involved. 

C.  Content  and  form  of  the  budget. 

I.    Accounting  for  past  period.     2.    Present  conditions. 

3.  Estimated  needs. 

4.  Sources  of  revenue.     5.    Program  invoked. 

D.  Preparation  of  budget. 

I.    By  whom.     2.   When. 

III.  Necessary  Financial  Records  of  City  School  Systems. 

A.  Elements  determining  the  number  and  completeness  of  records. 

B.  List  of  necessary  records  and  accounts. 

C.  Characteristics  of  each  of  the  several  financial  records. 
I.  By  whom  made  and  kept.  2.  Most  desirable  form. 
3.    Data  included  in  each.     4.    Number  of  copies  made. 

D.  Classification  of  financial  disbursements. 

1.  According  to  general  function. 

2.  According  to  comparable  "unit  costs." 

3.  According  to  schools,  divisions,  and  special  forms  of  education. 

IV.  Supplementary  Records  of  Supplies  and  Equipment. 
A.    Need  for  complete  and  continuous  inventory  of 

1.  Furniture. 

2.  Instructional  equipment  and  apparatus. 


FINANCIAL  RECORDS  AND  ACCOUNTS  I57 

V.   Uses  to  be  Made  of  School  Financl\l  Records. 

A.  Publicity. 

I.    Ways  of  using.     2.    B\  whom  done. 

B.  Self-analysis. 

I.    Items  usable.     2.    B\- whom  done. 

C.  Data  for  study  of  educational  problems — to  whom  available. 

VI.  The  Location  of  Responsibility  for  and  the  Necessity  of  Co- 
operation IN  THE  Making  and  Use  of  School  Financi.\l  Reports. 

BIBLIOGRAPHY 

1.  Case,  C.  H.     Handbook  of  Instructions  for  Recording  Disbursements.     New 
York  State  Education  Department.     Albany,  N.  Y.  19 17. 

2.  Cleveland,  F.  A.     "A  State  Budget."    Municipal  Research,  February  19 15. 

3.  Cubberley,  E.  P.     Public  School  Administration.     Rev.  Ed.     Chap.  xxv. 

4.  Dutton,  S.  T.  and  Snedden,  D.     Administration  of  Public  Education  in  the 
United  States.     Chap.  xxix. 

5.  Elliott,  E.  C.     Fiscal  Aspects  of  Public  Education  in  American  Cities.     Table 
of  Contents.     Teachers  College.     New  York  1905. 

6.  Ejigelhardt,  N.  L.     .4  School  Building  Program  for  Cities. 

7.  Engelhardt,  N.  L.     Inventory  Book.     C.  F.  Williams  &  Son.     Albany,  X.  \'. 
1919. 

8.  Engelhardt,  N.  L.     Score  Card  for  Records  and  Reports. 

9.  Finney,  R.  L.  and  Schafer,  A.  L.     Administration  of  Village  Schools.     Chap. 
XV. 

10.  Gamble,  G.  C.     School  Building  Costs.     In  preparation. 

11.  Hutchinson,  J.  H.     School  Costs  and  School  Accounting.     Teachers  College. 
New  York  191 4. 

12.  Monroe,  Paul.     Cyclopedia  of  Education.     "Budget-School." 

13.  National   Education  Association.     Report  of  Committee  of  School   Finance. 
1912. 

14.  Strayer,  G.  D.     City  School  E.xpenditures.     Teachers  College.     New  York 

1905- 

15.  Strayer  and  Engelhardt.      The  Classroom  Teacher.     Chap.  .\ii. 

16.  Strayer  and  Engelhardt.     Elementary  School  Inventory.     C.  I"".  Williams  & 
Son.     Albany,  N.  Y.  1920. 

17.  Strayer  and  Thorndike.     Educational  Administration.     Part  v. 

18.  Superintendents'    Reports:     Newton   1913,  Boston  1921,  Oakland    1917-18. 

19.  .Surveys:    Butte,  Portland,  Salt  Lake,  Cleveland,  Gary,  Baltimore,  Atlanta. 

20.  Twentc,  j.  W.    Budgetary  Procedure  for  a  f.ocal  .School  System.    In  i)rcparatii)n. 


158  IIN ANCIAI.  KHCORDS  AND  ArCOUN'TS 

PROBLEM 

The  follDwiiiii  tabic  giving  the  .sumniar\  of  all  expenditures  for  schools 
(^incliiding  expenditures  from  all  sources)  over  a  period  of  years  is  taken  from 
Superintendent  F.  M.  Hunter's  report  of  the  Oakland,  California,  Public 
Schools  for  191 7- 1 S. 

QUESTIONS 

1.  Of  what  value  is  such  a  table.^ 

2.  What  additions,   omissions,   or  alterations  would   yuu   suggest?    (Cive 
reasons  for  each  suggestion.) 

3.  List  the  other  financial  records  which  are  necessary  in  compiling  this 
table.   Which  of  these  should  also  appear  in  the  published  re])ort?   Why? 


FINANCIAI.  RKCORDS  AND  ACCOUNTS 
Slmmary  of  All  Expenuitires  for  Schools 


159 


1910-1 I 

1911-12 

1912-13 

1913-14 

Current  Expenses 
General  Control 

$22,964 

714,013 

72,609 

39,366 

16,497 

1,483 

$22,866 

750,525 

71,909 

28.725 

21,(95 

823 

$26,715 

809,518 

70,778 

70,724 

22,555 

2,368 

$34,451 
906,077 

84.045 

75.533 

24.754 

2.785 

Instruction 

Operation  of  Plant  .    .    . 
Maintenance  of  Plant     . 
Auxiliary  Agencies  .    .    . 
Miscellaneous  Expenses 

Sub-Total  (Expenses) 

$866,932 

$895,943 

$1,002,658 

$1,127,645 

Permanent  Improvements  from 
Current  Funds,  Taxes     .    .    . 

Other  Payments,  mostly  for  In- 
terest   and     Redemption     of 
Bonds    

$221,789 
131,364 

$129,354 
209,873 

$60,069 
202,284 

$111,735 

Total  Exclusive  of  Proceeds  ol 
Bond  Sales 

$1,220,085 

$1,235,170 

$1,265,011 

$1,427,109 

Spent   from   Bonded   Construc- 
tion Funds    

$2,140 

$637,587 

$693,339 

$857,378 

Grand  Total,  including  Bonds  . 

$1,222,225 

$1,872,757 

$1,958,350 

$2,284,477 

Estimated  Population     .... 

159,601 

167,401 

175.201 

183,002 

1914-15 

1915-16 

1916-17 

1917-18 

Current  Expenses 
General  Control  .... 

$41,465 
1,099,452 

105,235 

132,61 1 

41.215 

8,608 

$36,119 
1,162,905 

n 3.556 

59,863 

37.058 

7.419 

$42,181 

1,229,249 

130,830 

92,593 

34.420 

6,053 

$55,223 
1,442,099 

'42,505 
^7.5<'9 
46,376 
24.2.55 

Instruction 

Operation  of  Plant  .    .    . 
Maintenance  of  Plant 
Auxiliary  Agencies  .    .    . 

Miscellaneous  Expenses 

Sub-Total  (Expenses) 

$1,428,583 

$1,416,920 

$1,535,326 

$1,747,967 

Permanent  Improvements  from 
Current  Funds,  Taxes    .    .    . 

Other  Payments,  mostly  for  In- 
terest   and     Redemption    of 
Bonds    

■$.164,519 
289,241 

$1.11,929 
304.593 

$266,789 

264.515 
$2,066,631 

$234,660 

Total  Exclusive  of  Proccerls  of 
Bond  Sales 

$2,082,346 

j^i, 855.442 

#1,982,627 

Spent   from   Bonded   Construc- 
tion Funds    

$434,420 

$103,157 

$.37,619 

Grand  Total,  including  Bonds  . 

$2,516,766 

$1,958,599 

$2,104,250 

$1,982,627 

Estimated  Population     .... 

190,802 

198,602 

206,402 

246.519 

X.    PLANT-THE  CITY  SCHOOL  PLANT  AND  ITS  CARE 

I.   History   and   Development  of  School   Housing  in   the   United 
States. 

A.    Stages  in  the  clcveloi)ment  with  tNjiital  illustrations. 
H.    I'actors  contributing  to  the  de\eloi)nu'nt  of  school  buildings. 

1.  Increased  activities  of  school  as  result  of  social  changes. 

2.  Imjirovement  in  building  methods  and  materials. 

3.  Development  of  hygienic  and  recreational  standards. 

4.  Investigations  and  studies  on  school  conditions. 

5.  Changing  degrees  of  public  sii])iiort  for  education. 
C.    Present  school  building  situation  in  United  States. 

1.  How  determined? 

2.  What  has  been  done  to  meet  needs? 

3.  What  needs  to  be  done: 

a.  To  improve  actual  conditions? 

b.  To  equalize  educational  opportunities? 

II.   The  Standardization  of  City  School  Buildings. 

A.  Conditions  showing  the  need  for  standardization. 

B.  Early  attempts  at  standardization. 

1 .  Legislative. 

2.  Strayer-Engelhardt  standards. 

a.  When  and  how  developed. 

b.  Application  and  perfection. 

C.  Present  detailed  standards  for  city  school  plant. 

HI.   The  Score  Card  for  City  School  Building  Plants. 

A.  The  principle  of  the  score  card  and  its  advantages. 

B.  Determining  the  relative  weighting  of  points  on  card. 

C.  Technique  of  using  the  score  card  and  tabulating  the  results. 

D.  Results  of  its  use  in  building  surveys. 

I\'.    Methods  of  Securing  Stantjards  in  Xew  Buildings. 

A.  Extent  to  which  superintendent,  staff  and  board  determine  what  is 
needed.    (Checking  forms  and  blanks  to  assist  in  this.) 

B.  Necessity  of  securing  competent  architects. 

1.  How  notified. 

2.  Data  given. 
a.   Form. 

3.  Selection  of  man  or  plans. 

4.  Fixing  responsibility. 


THE  CITY  PLANT  AND  ITS  CARE  l6l 

C.    Service  of  educational  advisors. 

1.  Need  for  such  service. 

2.  Nature  of  service. 

p,.    Benefits  to  be  derived. 

\'.   The  Care  of  the  City  School  Plant. 

A.  Upkeep  and  repair — how  best  done. 

B.  The  work  of  the  engineer  and  janitor. 

I.    Importance.     2.    Qualifications  for.     ,v    Salar)-  of. 
4.    Supervision  of.     5.    Aids  to  accurate  and  adequate  ser\icc. 
6.    Rules  governing  work  of. 
VI.   The  School  Building  as  an  Index  of 

A.  Communities'  interest  in  education. 

B.  Civic  Standards. 


BIBLIOGRAPHY 

Ayres,  Williams  and  Wood.     Healthful  Schools.     Chap.  I-X. 

Cornell,  W.  S.     Health  and  Medical  Inspection  of  School  Children.     Part  11. 

Cubberley,  E.  P.     Public  School  Administration.     Rev.  Ed.     Chap,  .x.xiii. 

Donovan,  J.     School  Architecture — Principles  and  Practices.     Macmillan  Co. 

New  York  192 1. 

Dressiar,  F.  B.     American  School  Houses.     U.  S.  Bureau  of  Eflucation  Bui. 

No.  5,  1910. 

Dressiar,  F.  B.     School  Hygiene.     Chapter  references. 

Dutton,  S.  T.  and  Snedden,  D.     Administration  of  Public  Education  in  the 

United  States.     Chap,  xi  and  xii. 

Engelhardt,  N.  L.     A  School  Program  for  Cities. 

Strayer  and  Engelhardt.     The  Classroom  Teacher.     Chap.  .\iv. 

Strayer  and  Engelhardt.    Score  Card  and  Standards  for  City  School  Buildings. 

Teachers  College.     New  York  1920. 

Strayer,  Engelhardt  &  Hart.     Schoolhousing  Series.     C.  F.  Williams  &  Son. 

Albany,  N.  Y.  1920. 

Surveys:   Butte,  Mont.;  St.  Paul,  Minn.;  Paterson,  N.  J.;  Circensboro,  N.  C; 

Baltimore,  Md.     Chapters  on  School  Plants  and  School  Building  Programs. 


162 


Till';  (  IIV   I'l.ANT  AM)  ITS  (  AK!': 


PROBLEM 

lU'luw  is  j^i\en  the  tloor  plan  ot  a  oiic-stoi}'  elementary  school  house  located 
at  Cueat  Bend,  Kans;is,  and  designed  !)>■  Owen  &  Payson.  (Reprinted  from 
the  Atncriaifi  Schofll  Board  Joiinial,  March  (1920). 

Criticise  the  plan  and  its  provisions  in  the  light  of  modern  building  stand- 
ards and  justify  your  criticisms. 

What  arc  the  arguments  in  fa\'or  of  a  t)ne-stor>-  school  building?  What  are 
the  limitations  of  such  buildings?  Indicate  in  sketch  an)-  changes  >ou  would 
want  to  make  in  this  plan. 


Class    'J'i 


Da 


80W 


Fu£L 


' — '       J~  I 

13  n  29' 


.J 

-and 


ILLLl 


1 


CLASi  )^M 


>^iwg»vyi  AttVt. 


Play   IfooM 

4Z'x  63' 


as 


STASE  [Teachers^ 


COfTR/OOR 

'3' wioe 


i^ 


ClASs  Hoor^ 
23'x?5' 


K 


CL*SS  J?K 
2Z'x  25' 


OASS   T?M 


tl" 


CIA5S    Kk\ 

2V;<  a9' 


f~L0OR    fi^K 

Washington  ^5cHOoL 
Owen    <a>i<^  foijson,    Rrchlt&c-t^ 


XI.    GROWTH— EDUCATIONAL  AND  SCHOOL 
BUILDING  PROGRAMS 

I.   The  Place  of  a  Program  in  Educational  Administration. 

A.  Need  for  a  comprehensive  program  in  determining: 
I.    Budget.     2.    Purchase  of  land. 

3.   Selection  of  staff.   4.    Erection  of  buildings. 
5.    Extending  various  kinds  of  educational  service. 

B.  Elements  necessary  in  determining  an  educational  i)rogram. 

1.  Limits  of  support. 

2.  Conditions  of  present  staff  and  equipment. 

3.  Contemplated  state  or  national  programs. 

4.  Probable  future  needs  of  community. 

II.   Methods  of  Formulating  an  Educational  Program. 

A.  Available  sources  for  necessary  data. 

I.    Records  over  a  period  of  years.     2.   Surveys. 
3.   Teacher  participation. 

B.  Various  methods  of  determining  the  program. 

C.  Elements  which  should  be  included  in  program. 

1.  Scope  of  schools. 

2.  Desirable  readjustments  or  reorganizations. 

3.  New  forms  of  service  to  be  added. 

4.  Experiments  which  community  would  be  interested  in  su])])(iit- 
ing. 

D.  Relation  of  building  program  to  educational  program. 

III.   Methods  of  Determining  a  School  Building  Program. 

A.  Methods  of  studying  population  tendencies  in  the  city. 

1.  Determining  the  ]xist  and  expected  increases  in  ])()])ulation. 

2.  Density. 

3.  Races  and  nationality  distributions. 

4.  Geographical  distribution  within  cily. 

5.  Selection  of  comparable  cities. 

B.  Methods  of  studying  school  population  tcii(len(  ies. 

1.  Number  of  school  age. 

2.  Compulsory  attendance  age. 

3.  Relation  to  adult  poi)ulation. 

C.  Determining  the  trend  of  population  in  the  city. 

D.  Methods  of  studying  present  school  plants. 

1.  Date  of  erection. 

2.  Size  and  distance  from  Imnics. 

3.  Score  card  analysis  to  determine  usable  01  r('in(cli.il>lc  (•(|iii|>iii(iii. 

4.  Determination  of  new  provision  needed. 


164  i:i)rt",\TU>NAI    AM)  S(  1U)C)I.   m  II  l)l\(i   PROdRAMS 

K.    Adoqu.ux  oi  present  sites  ami  new  ones  possible. 
F.    Fornuil<itii>n  of  new  huikling  programs  invoKing 

I.    Where  Iniildings  are  to  he  located.     2.    Size. 

;.    When  to  be  constructed.     4.    T>pe  of  school. 

3.    .\i)pro\iinale  cost. 

\\  .    Mkihods  ok  I'lNANCiNc;  School  Biildinx.  I*ko(;k.\ms. 

.\.    Peterniination  of  the  city's  ability  to  finance  program. 
B.    X'arious  methods  of  financing  a  building  program. 

1.    Advantages  and  disadvantages  of  each. 
C".    Relation  of  method  of  financing  to  the  growth  of  the  cit\ . 

\'.  I'llU.K  ITV  AND  THE  SUCCESS  OF  EDUCATIONAL  PROGRAMS. 

.\.  Necessar>-  persons  to  be  reached  in  publicity'  campaign. 

B.  Methods  and  campaigns  which  have  been  successful. 

C.  The  probable  size  and  scope  of  future  programs. 

D.  The  superintendent — the  stafT — publicity — and  the  public. 

BIBLIOGRAPHY 

1.  Babson,  R.  W.  Bonds  and  Stocks.  Babson  Institute.  Wellesley  Hills,  Mass. 
1919. 

2.  Chamberlain,  L.  The  Principles  of  Bond  Investments.  Chap,  xvi-xix. 
Henry  Holt  &  Co.  7th  Edition.  New  York  1917. 

3.  Engelhardt,  X.  L.  A  School  Building  Program  for  Cities.  (Good  bibliog- 
raphy.) 

4.  Fowlkes,  J.  G.     School  Bonds.     In  preparation. 

5.  Strayer  and  Engelhardt.    Score  Card  and  Standards  for  City  School  Buildings. 

6.  Surveys:  Amsterdam,  X.  Y.;  Portland,  Ore.;  Salt  Lake,  Utah;  Grand  Rapids, 
Mich.;  Hackensack,  X.  J.;  Atlanta,  Ga.;  Baltimore,  Md.;  Great  Neck,  X.  Y.; 
St.  Paul,  Minn.;  Omaha,  Xeb.;  Paterson,  X.  J.;  Framingham,  Mass.;  Brook- 
line,  Mass.;  Greensboro,  X.  C;  Rockford,  111.;  Delaware  Building  Survey. 


EDUCATIONAL  AND  SCHOOL  UUILDIXCi  PROGRAMS 


I6.S 


PROBLEM   1 

Many  sets  of  facts,  studied  in  relation  to  each  other,  are  necessarx  in  the 
final  determination  of  a  school  building  program.  On  the  basis  of  the  following 
incomplete  data  about  a  certain  manufacturing  city  in  the  Middle  Atlantic 
States,  what  tentative  recommendations  would  jou  be  able  to  make  relati\e 
to  school  buildings  to  be  erected?  Write  out  >our  recommendations  as  to 
(i)  number  of  buildings,  (2)  size,  (3)  elementary,  (4)  junior  high  school,  (5) 
senior  high  school,  (6)  reasons  for  recommendations,  (7)  plan  of  finafticingand 
(8)  methods  of  publicity: 

The  population  of  the  city  by  decades  since  1870  has  been  as  follows:  1870 
— 5,426;  1880 — 9,466;  1890—17,336;  1900—20,929;  1910—31,267;  1920 — 
33.524- 


Ward 

Population 
1910 

Population 
1915 

Enrollment 
1920 

Number  of 
Classes 

Teachers 

I 
2 

3-678 
3.030 

3.745 
2,848 

311 
618 

15 

25 

10 
16 

3 
4 
5 
6 

3.914 
8,224 

2,379 
4,019 

3.410 
9,724 
2,450 
5.051 

454 
854 
479 
630 

18 
29 
18 
27 

II 

19 
12 
16 

7 
8 

4.347 
1.583 

5,007 
2,084 

519 

457 

24 
16 

14 
II 

Total 

31.267 

34.319 

4.382. 

172 

109 

a 

b 

c 

d 

e 

g 

h 

Possible 

Estimate 

Number 
of  Dwel- 
lings Now 

Occupied 

Number 

Average 

Number 

'Average 

of   Ex- 

of   Fami- 

Number 

Vacant 

of  Fami- 

Number 

tension 

Ward 

lies    Now 

of  Fami- 

Lots Per 

lies  per 

of  Per- 

of Popu- 

in Dwel- 

lies for 

Ward 

Ward    for 

sons  per 

lation    on 

lings 

Dwelling 

Vacant 

Family 

Vacant 

Lots 

Lots 

I 

573 

1,059 

1.8 

62 

I II. 6 

3-5 

391 

2 

505 

931 

1.8 

47 

84.6 

305 

258 

3 

286 

713 

2.4 

35 

84 

4-7 

395 

4 

813 

•,914 

2.3 

1,421 

3,268.3 

5.07 

16,570 

5 

306 

514 

1.6 

199 

3>8.4 

4-7 

1,496 

6 

805 

947 

I.I 

848 

712.8 

5-3 

3.778 

7 

338 

650 

1.8 

451 

811. 8 

7-7 

6.251 

8 

314 

331 

1.05 

.391 

410.5 

6-3 

2.586 

Total 

3.947 

7.059 

3,254 

5.531-8 

31.725 

» I'ound  by  dividing  the  population  (iQiS  Census)  of  each  ward  by  the  present  number  of  fami- 
lies in  each  ward. 

Interpret  as  follows: 
Item  b  divided  by  item  a — gives  item  c. 
Item  c  multiplied  by  item  d — gives  item  e. 
Item  e  multiplied  by  item  g — gives  item  h. 


l6(>  i:i)L"C  AllDNAI     AM)  sriKH)l.   lU'lI  DI  N'C   PROCiRAMS 


PROBLEM  2' 


QUESTIONS 

Each  circle  has  a  three-eighths  mile  radius  and  is  drawn  with  an  elementary 
school  as  its  center. 

1.  What  does  this  map  show  you  about  the  building  program  for  this  cit\? 

2.  What  recommendations  would  you  make  on  the  basis  of  this  map? 

3.  How  would  you  use  this  map  in  planning  the  erection  of  new  buildings  in 
this  area?  What  additional  facts  would  you  need  to  know  about  each 
school  in  order  to  use  this  map  intelligently  for  this  purpose? 


'  From  Baltimore  Survey,  Vol.  I,  p.  215. 


DATE  DUE 


3  1210  00479  3913 


